This paper examines the development of a variety of evidential lexical items in Modern Greek from a longitudinal perspective involving 4;6 – 11;7 year olds. The main question to be addressed concerns parallel or asynchronous order of acquisition: Does the ability to use evidentials emerge for all items under investigation synchronically or does such an ability emerge earlier on for certain items while later for others? If the latter holds, how can this developmental lag be explained? An answer to these questions will draw on the pragmatic-cognitive abilities engaged by different types of evidential markers, and in particular, on the complexity of metarepresentations (Sperber 1994; Wilson 2000, 2005) different evidential markers rely on in order to be used by young children.
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Cited by
Cited by 5 other publications
Efthimiou, Fotini
2021. The pragmatic functions and the interpretations of the particle ‘taha’
(τάχα) in classroom discourse in the Cypriot-Greek dialect: the emergence of
a new function. In Tertiary education language learning: a collection of research, ► pp. 151 ff.
Gallai, Fabrizio
2016. Point of view in free indirect thought and in community interpreting. Lingua 175-176 ► pp. 97 ff.
2021. CONTRASTIVE INTERLANGUAGE ANALYSIS OF EVIDENTIALITY IN PHD DISSERTATIONS. Discourse and Interaction 14:1 ► pp. 124 ff.
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