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On the premise that children make grammatical
mistakes when acquiring their first language, the
research reported in this book adopts a novel
approach to re-investigating child-directed
corrective speech, which has previously been assumed
an important role for children''s recovery from their
grammatical mistakes. The major findings from the
research are that child-directed corrections are of
two major types, instead of a single type as claimed
in previous literature of acquisition, and that
their effectiveness and availability is different
according to children''s developmental stages. On the
basis of these findings, the research goes on to
discuss the importance of corrections to children''s
recovery from their grammatical mistakes, and
challenges relevant claims in the previous
literature of the role of corrections for grammar
acquisition.
mistakes when acquiring their first language, the
research reported in this book adopts a novel
approach to re-investigating child-directed
corrective speech, which has previously been assumed
an important role for children''s recovery from their
grammatical mistakes. The major findings from the
research are that child-directed corrections are of
two major types, instead of a single type as claimed
in previous literature of acquisition, and that
their effectiveness and availability is different
according to children''s developmental stages. On the
basis of these findings, the research goes on to
discuss the importance of corrections to children''s
recovery from their grammatical mistakes, and
challenges relevant claims in the previous
literature of the role of corrections for grammar
acquisition.