Anne-Nelly Perret-Clermont
List of John Benjamins publications for which Anne-Nelly Perret-Clermont plays a role.
2020 The significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation Argumentation and Meaning: Semantic and pragmatic reflexions, Oswald, Steve, Sara Greco, Johanna Miecznikowski, Chiara Pollaroli and Andrea Rocci (eds.), pp. 69–94 | Article
Adversative connectives have been analyzed as articulating explicit and implicit facets of argumentative moves and have been thus recognized as potential argumentative indicators. Here we examine adversative connectives Ger. aber, Fr. mais, It. ma (‘but’) in young children’s speech in the context… read more
2019 Chapter 12. Shifting from a monological to a dialogical perspective on children’s argumentation: Lessons learned Argumentation in Actual Practice: Topical studies about argumentative discourse in context, Eemeren, Frans H. van and Bart Garssen (eds.), pp. 211–236 | Chapter
2017 Do adult-children dialogical interactions leave space for a full development of argumentation? A case study Journal of Argumentation in Context 6:2, pp. 193–219 | Article
This paper sets out to analyse a case study of adult-children interaction in an educational context from a perspective of argumentation. We select a case in which 3 argumentative discussions are opened and we analyse them with the aim of understanding whether they are fully developed from a… read more
2015 Knowledge-oriented argumentation in children Scrutinizing Argumentation in Practice, Eemeren, Frans H. van and Bart Garssen (eds.), pp. 135–150 | Article
This paper analyzes children’s argumentative discussions centered on the resolution of cognitive tasks, starting from the hypothesis that children’s interventions are more complex and complete than usually described in psychological research on argumentation skills. Our results can be viewed as a… read more
2008 Emergent learning in successive activities: Learning in interaction in a laboratory context Pragmatics & Cognition 16:1, pp. 57–87 | Article
The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test… read more