It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
The book is about the numeral classifier system and the acquisition of
Japanese classifiers by Japanese children.
The Acquisition of Japanese Numeral Classifiers consists of two parts.
First, it provides a general typological characterization of numeral
classifier phrases and discusses problems in determining what constitutes
the nature of classifiers. It also discusses the semantic properties of
numeral classifiers based on an analysis of four languages from four
different language families. Second, it examines the acquisitions of
Japanese numeral classifiers by Japanese preschool children, ages 3 to 6,
with a primary emphasis on the development of comprehension. The importance
of the study is that it reveals that young children have a much greater
sensitivity to the conceptual underpinnings of the numeral classifier
system than was previously considered to be the case. The research results
also provide a converging source of evidence that young children often come
to initially grasp the structure of the world in ways that are better
understood in cognitive than perceptual terms. The implications will
contribute to not only the area of language acquisition but also
categorization and conceptual development.
Of interest to: Libraries, Advanced Students and Researchers in General
Linguistics, Psycholinguistics, Typology, Japanese Studies