抄録
Since the advent of Chomsky and Halle (1968), phonology has provided theoretical underpinnings for the analysis of deviant speech of children, both normally-developing and functionally-disordered. The present article is addressed to demonstrate how, and in what respect, phonological theory, at each stage of its development, has made a contribution to various aspects of acquisition and disorders, and what problems have been left unsolved. Included herein are the theories of 'classical' generative phonology, natural phonology, what can be referred to as 'evidence-based approaches,' underspecification, feature geometry, optimality theory, and usage-based cognitive phonology. The overall discussion is expanded upon the applicability and limitation of each theory, and followed by the conclusion in which a few important issues still awaiting further empirical attestation are pointed out.
