347016193 03 01 01 JB John Benjamins Publishing Company 01 JB code TiLAR 28 Eb 15 9789027260222 06 10.1075/tilar.28 13 2020050376 DG 002 02 01 TiLAR 02 1569-0644 Trends in Language Acquisition Research 28 <TitleType>01</TitleType> <TitleText textformat="02">The Acquisition of Referring Expressions</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Acquisition of Referring Expressions</TitleWithoutPrefix> <Subtitle textformat="02">A dialogical approach</Subtitle> 01 tilar.28 01 https://benjamins.com 02 https://benjamins.com/catalog/tilar.28 1 B01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle 2 B01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 3 B01 Rouba Hassan Hassan, Rouba Rouba Hassan Université Lille 3 4 B01 Annie Rialland Rialland, Annie Annie Rialland Université Sorbonne Nouvelle & CNRS 01 eng 392 xix 372 LAN009060 v.2006 CFDC 2 24 JB Subject Scheme LIN.DISC Discourse studies 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 24 JB Subject Scheme LIN.SYNTAX Syntax 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 This book describes the repertoire and uses of referring expressions by French-speaking children and their interlocutors in naturally occurring dialogues at home and at school, in a wide range of communicative situations and activities. Through the lens of an interactionist and dialogical perspective, it highlights the interaction between the formal aspects of the acquisition of grammatical morphemes, the discourse-pragmatic dimension, and socio-discursive, interactional and dialogical factors. Drawing on this multidimensional theoretical and methodological framework, the first part of the book deals with the relation between reference and grammar, while the second part is devoted to the role of the communicative experience. Progressively, a set of arguments is brought out in favor of a dialogical and interactionist account of children’s referential development. This theoretical stance is further discussed in relation to other approaches of reference acquisition. Thus, this volume provides researchers and students with new perspectives and methods for the study of referring expressions in children. 04 09 01 https://benjamins.com/covers/475/tilar.28.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027208354.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027208354.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.28.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.28.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.28.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.28.hb.png 10 01 JB code tilar.28.lof ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of Figures</TitleText> 10 01 JB code tilar.28.lot xi xv 5 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of Tables</TitleText> 10 01 JB code tilar.28.loc xvii xix 3 Miscellaneous 3 <TitleType>01</TitleType> <TitleText textformat="02">List of Contributors</TitleText> 10 01 JB code tilar.28.int 1 38 38 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code tilar.28.01orv 2 38 37 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. A dialogical approach to the acquisition and usage of referring expressions</TitleText> <Subtitle textformat="02">Theoretical challenges and methodological issues</Subtitle> 1 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 2 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 3 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 4 A01 Annie Rialland Rialland, Annie Annie Rialland CNRS & Université Sorbonne Nouvelle – Paris 3 20 activities 20 dialogical approach 20 dialogue 20 morphological and syntactic development 20 reference 20 referring expressions 20 scaffolding 20 social settings 01 This chapter gives a general overview of the dialogical, theoretical, and methodological framework of the studies presented in the book, and the implications of that framework for understanding the acquisition of referring expressions and children’s early skills in this domain. Section 1 considers the formal aspects of children’s acquisition of the relevant morphological paradigms (mainly pronouns, and including fillers) in relation to certain aspects of syntactic development. Section 2 is devoted to studies on reference and referential strategies in children. After dealing with some discrepant results, we focus on the dialogical foundation of reference. As a whole, the chapter builds up a rationale for a multidimensional approach, considering the interaction of formal and functional factors in the acquisition of referring expressions, and, more generally, the way meaning is constructed in socially situated interactions driven by activities and scaffolded by adults. Section 3 presents the methodological choices this approach entails. Section 4 introduces the issues tackled by the nine studies presented in the book. 10 01 JB code tilar.28.p1 39 199 161 Section header 6 <TitleType>01</TitleType> <TitleText textformat="02">Part I. Reference and grammar</TitleText> 10 01 JB code tilar.28.02yam 42 80 39 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Filler syllables as precursors of referring expressions</TitleText> 1 A01 Naomi Yamaguchi Yamaguchi, Naomi Naomi Yamaguchi CNRS & Université Sorbonne Nouvelle – Paris 3 2 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 3 A01 Marine Le Mené Guigourès Le Mené Guigourès, Marine Marine Le Mené Guigourès Université de Strasbourg 4 A01 Stéphanie Caët Caët, Stéphanie Stéphanie Caët Université de Lille 5 A01 Annie Rialland Rialland, Annie Annie Rialland CNRS & Université Sorbonne Nouvelle – Paris 3 20 distributional factors 20 filler syllables 20 first grammatical units 20 phonological form 20 prenominal position 20 preverbal position 20 referential expressions 20 referential function 01 In this chapter, we examine the properties of filler syllables as transition forms in the development of referring expressions. In particular, we hypothesize that fillers are precursors of referring expressions. We focus on the distribution, the phonological form and the referential function of fillers in prenominal and/or preverbal positions, in comparison to others forms in these positions. Results show that first, the substantial presence of fillers does not lie in lexical factors, and that they are used in combination with other prelexical forms. Second, their variable realizations are not due to a phonological deficit, and they also exhibit paradigmatic patterning with the use of specific consonants. Fillers also share some of the functional characteristics of grammatical units, since their distribution and presence suggest that they play a role in the construction of the verbal and nominal categories. Moreover, in the preverbal position, children’s use of fillers varies according to the topic of the utterance. In conclusion, filler syllables exhibit the formal and functional characteristics of a transitional category and an adult-like paradigm of referring expressions at the same time, and should be studied as such. 10 01 JB code tilar.28.03das 82 113 32 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. Young children’s uses of referring expressions</TitleText> 1 A01 Christine da Silva-Genest da Silva-Genest, Christine Christine da Silva-Genest Université de Lorraine 2 A01 Haydée Marcos Marcos, Haydée Haydée Marcos Université Sorbonne Nouvelle – Paris 3 3 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 4 A01 Stéphanie Caët Caët, Stéphanie Stéphanie Caët Université de Lille 5 A01 Julien Heurdier Heurdier, Julien Julien Heurdier Université Sorbonne Nouvelle – Paris 3 20 accessibility 20 addressee 20 attentional status 20 discursive status 20 entities 20 referential choice 20 self 20 strong forms 20 syntactic function 20 weak forms 01 This chapter investigates the repertoire and the uses of referring expressions in natural dialogues of 28 French-speaking children, aged between 1;7 and 2;6 years old. We focus on three strong forms (nouns, strong demonstrative pronouns and strong personal pronouns) and three weak forms (clitic personal pronouns, null forms and fillers). Their uses are analyzed for the following factors: the linguistic development, the type of referent (participants vs. entities), the syntactic function, and the attentional and discursive status of the referent. The results reveal contrasted uses of referring expressions. Nouns are mainly used for new or reintroduced referents, generally in syntactic functions other than subject, whereas clitic personal pronouns (as well as the other weak forms) are mainly used for given referents and always as subjects. The type of referent (entities vs. participants) also influences the use of referring expressions. The discussion addresses the issue of the intertwining of morphological, syntactic and pragmatic development. 10 01 JB code tilar.28.04rez 116 139 24 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. Referring in dialogical narratives</TitleText> <Subtitle textformat="02">A study on children’s use of nouns and pronouns</Subtitle> 1 A01 Stefano Rezzonico Rezzonico, Stefano Stefano Rezzonico Université de Montréal 2 A01 Elise Vinel Vinel, Elise Elise Vinel Université Paris 8 3 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 4 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 5 A01 Nathalie Salagnac Salagnac, Nathalie Nathalie Salagnac Université de Lille 20 animacy 20 mother-child interaction 20 narrative dialogue 20 nouns 20 position in the referential chain 20 primacy 20 referent’s characteristics 20 syntactic function 20 third-person pronouns 01 In a recent overview of the literature on spontaneous and experimentally-produced speech, Allen, Hughes, and Skarabela (2015) identified many discourse-pragmatic factors that affect the use of referring expressions. In this chapter, we first assess the individual effects and the relative importance of four factors (i.e., position of the referring expression in the referential chain and its syntactic function, the referent’s characteristics – primacy and/or animacy – and the chronological age) in a narrative dialogue between a mother and her child. Second, we describe the joint impact of these factors on the use of nouns and third-person pronouns. A total of 30 typically-developing French-speaking children aged 4 to 7 years participated with their mother in a joint storytelling. Our results corroborate those found in the literature on the factors affecting young children’s use of referring expressions. Furthermore, they show a complex network of relations between the factors, that interestingly, was not the same for nouns and third-person pronouns. 10 01 JB code tilar.28.05rez 142 161 20 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. Referring expressions and developmental language disorders</TitleText> 1 A01 Stefano Rezzonico Rezzonico, Stefano Stefano Rezzonico Université de Montréal 2 A01 Mélanie Bernasconi Bernasconi, Mélanie Mélanie Bernasconi Université de Neuchâtel 3 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 4 A01 Christine da Silva-Genest da Silva-Genest, Christine Christine da Silva-Genest Université de Lorraine 5 A01 Stéphane Jullien Jullien, Stéphane Stéphane Jullien Université de Neuchâtel 20 clitic pronouns 20 developmental language disorders 20 discourse 20 morphosyntax 20 nouns 01 This study investigated the relation between morphosyntactic and discourse-pragmatic features in the production of referential expressions by French-speaking children with developmental language disorders (DLD) as compared to their typically developing peers (TD). Fifteen TD children and 15 children with DLD, age 4;6 to 7;5 were asked to tell a picture-book story with their mother. The type of referring expression, the position in the referential chain, and the syntactic function were coded. Both groups of children were sensitive to discourse and syntax. Children with DLD differed from their peers in the use of object clitic pronouns in subsequent mentions, the proportion of nouns produced without a determiner, and null subjects. Null subjects only appeared in a particular discursive and pragmatic context. 10 01 JB code tilar.28.06kle 164 199 36 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Explorations in the relations between reference, syntactic constructions and prosody</TitleText> 1 A01 Janina Klein Klein, Janina Janina Klein Université Sorbonne Nouvelle-Paris 3 2 A01 Stéphane Jullien Jullien, Stéphane Stéphane Jullien Université de Neuchâtel 3 A01 Gwendoline Fox Fox, Gwendoline Gwendoline Fox Université Sorbonne Nouvelle-Paris 3 20 discourse-pragmatic factors 20 dislocation 20 formal factors 20 prosody 20 referential chain 20 syntactic constructions 20 verb frame 01 Based on a cross-sectional corpus of 14 mother-child conversations (aged 2;2 to 2;4), this chapter explores children’s sensitivity to both formal linguistic features and discourse-pragmatic factors. We considered various issues. The first was the sensitivity of young children to discourse through a syntactic construction closely related to discourse and information structure, i.e., dislocations (see Lambrecht, 1994, for adults, and De Cat, 2007, for children). The second was the fact that the occurrence of a referring expression in a syntactic construction was due not only to discourse-pragmatic characteristics but also to the constraints imposed by the nature of certain verb frames. The third was young children’s sensitivity to discourse, examined through variation in the prosodic contours of referring expressions. Our results indicate that the children’s use of dislocation is sensitive to discourse-pragmatic contexts in a way comparable to that of the adults and that prosody varies with discourse-pragmatic characteristics. In addition, the nature of the verb frames studied was also shown to influence children’s choice of referring expressions. 10 01 JB code tilar.28.p2 201 316 116 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Part II. The role of communicative experience</TitleText> 10 01 JB code tilar.28.07mar 204 232 29 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. The influence of dialogue in young children’s uses of referring expressions</TitleText> 1 A01 Haydée Marcos Marcos, Haydée Haydée Marcos Université Sorbonne Nouvelle – Paris3 2 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris3 3 A01 Christine da Silva-Genest da Silva-Genest, Christine Christine da Silva-Genest Université de Lorraine 4 A01 Julien Heurdier Heurdier, Julien Julien Heurdier Université Sorbonne Nouvelle – Paris3 20 attentional status 20 demonstrative pronouns 20 dialogical relations 20 discursive status 20 formats 20 interlocutor’s discourse 20 nouns 20 question 20 repetition 20 third-person clitic pronouns 01 Twenty-four dialogues between French-speaking children aged 1;10 to 2;6 and their more competent interlocutors were analyzed from the point of view of (1) the uses of referring expressions by both children and their interlocutors, according to the attentional and discursive status of the referent, (2) the immediate effect of the interlocutor’s discourse on the choice of a referring expression; and (3) the dialogical relations of referring expressions. The main results confirmed the similarity of adults’ and children’s uses of third-person pronouns and showed that maintaining continuity in dialogue overrode the influence of forms in the interlocutor’s discourse. Finally, a qualitative analysis highlighted the role of formats and more generally, patterns of dialogue in the language developmental process. 10 01 JB code tilar.28.08has 234 260 27 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Variations in adult use of referring expressions during storytelling in different interactional settings</TitleText> 1 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 2 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 3 A01 Stefano Rezzonico Rezzonico, Stefano Stefano Rezzonico Université de Montréal 4 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle Paris3 5 A01 Elise Vinel Vinel, Elise Elise Vinel Université Paris 8 20 child-directed speech 20 developmental language disorders 20 interactional settings 20 joint storytelling 20 mothers 20 nouns 20 teachers 20 third-person pronouns 01 During the language acquisition process children experience language in different interactional settings. In terms of child-directed speech, we argue that children are exposed to different models that vary according to different factors. This chapter aims at grasping some aspects of these models, with a focus on referring expressions. Data consists of narratives in three interactional settings: mother-child interactions (Mother-to-Child context), kindergarten sessions (School context), and adults telling a story to an experimenter (Adult-to-Experimenter context). Children were aged from 3 to 7. We compared the participants’ uses of referring expressions in these three contexts and, in the Mother-to-Child context, mothers interacting with a language impaired child or not. Results show that adults’ uses of nouns and clitic pronouns vary according to the interactional setting, and that the uses of mothers and teachers when interacting with children at home or in school do not correspond to those of adults in an experimental setting. 10 01 JB code tilar.28.09wec 262 286 25 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Activities and social settings: Their roles in the use of referring expressions</TitleText> <Subtitle textformat="02">Their roles in the use of referring expressions</Subtitle> 1 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université of Neuchâtel 2 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 3 A01 Julien Heurdier Heurdier, Julien Julien Heurdier Université Sorbonne Nouvelle – Paris 3 4 A01 Janina Klein Klein, Janina Janina Klein Université Sorbonne Nouvelle – Paris 3 5 A01 Nathalie Salagnac Salagnac, Nathalie Nathalie Salagnac Espe Lille Nord de France 20 activity 20 mother-child interaction 20 referring expression 20 social setting 20 teacher-child interaction 01 We investigated the influence of activity and social setting on the use of referring expressions in French-speaking children. Three groups were observed: 25 children ages 1;7 to 2;6 in three activities with their mother (picture-based, play, and daily routines), 15 children ages 3;9 to 7;4 in joint picture-book storytelling and symbolic play with their mother, and 10 children ages 3;9 to 7;4 in joint storytelling at home and at school. The type of referring expression and its position in the referential chain were coded. The results demonstrated the impact of the activity on the use of referring expressions in the first two groups, whereas the position in the referential chain affected the use of referring expressions only in the second group. In the home-school comparison, social setting influenced the use of referring expressions in interaction with the position in the referential chain. 10 01 JB code tilar.28.10vin 288 316 29 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. The impact of speech genres on the use of referring expressions</TitleText> 1 A01 Elise Vinel Vinel, Elise Elise Vinel Université Paris 8 – Vincennes-Saint-Denis 2 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 3 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 4 A01 Salma Nashawati Nashawati, Salma Salma Nashawati Université Sorbonne Nouvelle – Paris 3 5 A01 Somayeh Rahmati Rahmati, Somayeh Somayeh Rahmati Université de Neuchâtel 20 children 20 demonstrative pronouns 20 discursive sequences 20 interaction setting 20 joint story-telling 20 nouns 20 referential chain 20 speech genre 20 third-person pronouns 20 utterance genre 01 This chapter is aimed to assess the impact of speech genre on the use of referring expressions. We examined this impact in two corpora of mother-child dialogues (toddlers, ages 1;10–2;6 years and older children ages 4–7 years) via two separate studies. The first study showed that among the toddlers, the discursive sequence and the utterance genre influenced the use of referring expression more strongly than the position in the referential chain. In the second study, which looked at the narrative sequences in both corpora, we observed two phenomena: firstly, demonstrative expressions were relatively independent of the position in the referential chain, with genre overriding position; secondly, position in the referential chain took precedence for the noun-pronoun opposition, a key factor in how characters are handled in a narrative. However, the results also showed that the position factor interacted with both genre and age. The discussion deals with the implications of these findings for understanding children’s first uses of referring expressions. 10 01 JB code tilar.28.con 317 345 29 Section header 17 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code tilar.28.11sal 320 345 26 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 11. The acquisition of referring expressions: From formal factors to communicative experience</TitleText> 1 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 2 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 20 activity 20 dialogical approach 20 dialogue 20 discourse-pragmatic factors 20 nouns 20 pronouns 20 referring expressions 20 social and interactional settings 20 speech genre 20 syntactic function 01 This last chapter undertakes a general discussion of the results presented in Chapters 2 to 10. After recalling the overall distribution of referring expressions in the data of toddlers (age 1;7 to 2;6) and older children (age 3;6 to 7;5), we review the impact of formal factors (syntactic functions, lexicon, constructions), discourse-pragmatic factors (the referent type and its status in the discourse) and socio-discursive and dialogical factors (activity, speech genre, social and interactional setting and dialogue) on the use of referring expressions. More than each factor taken separately, their interaction accounted for the children’s and the adult’s uses of these expressions. Moreover, both the child and adult uses were strongly determined by the socio-discursive and dialogical context. These results thus appear to offer a consistent set of arguments in favor of a dialogical account of the process whereby children acquire and use referring expressions, one that should not only consider forms and cognitive development but also the way children experience forms in various meaningful and dialogical contexts. 10 01 JB code tilar.28.app1 347 359 13 Miscellaneous 20 <TitleType>01</TitleType> <TitleText textformat="02">Appendix I. Corpora</TitleText> 10 01 JB code tilar.28.app2 361 362 2 Miscellaneous 21 <TitleType>01</TitleType> <TitleText textformat="02">Appendix II. Transcription conventions</TitleText> 10 01 JB code tilar.28.app3a 363 1 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Appendix III. A. Summary of <i>“Ah les belles vacances des petits cochons”</i></TitleText> 10 01 JB code tilar.28.app3b 365 1 Miscellaneous 23 <TitleType>01</TitleType> <TitleText textformat="02">Appendix III. B. Summary of <i>“Le voleur de poule”</i></TitleText> 10 01 JB code tilar.28.ind 367 372 6 Miscellaneous 24 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 10 01 JB code tilar.28.app 347 362 16 Miscellaneous 25 <TitleType>01</TitleType> <TitleText textformat="02">Appendixes</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20210616 2021 John Benjamins B.V. 02 WORLD 13 15 9789027208354 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 99.00 EUR R 01 00 83.00 GBP Z 01 gen 00 149.00 USD S 13016192 03 01 01 JB John Benjamins Publishing Company 01 JB code TiLAR 28 Hb 15 9789027208354 13 2020050375 BB 01 TiLAR 02 1569-0644 Trends in Language Acquisition Research 28 <TitleType>01</TitleType> <TitleText textformat="02">The Acquisition of Referring Expressions</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Acquisition of Referring Expressions</TitleWithoutPrefix> <Subtitle textformat="02">A dialogical approach</Subtitle> 01 tilar.28 01 https://benjamins.com 02 https://benjamins.com/catalog/tilar.28 1 B01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle 2 B01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 3 B01 Rouba Hassan Hassan, Rouba Rouba Hassan Université Lille 3 4 B01 Annie Rialland Rialland, Annie Annie Rialland Université Sorbonne Nouvelle & CNRS 01 eng 392 xix 372 LAN009060 v.2006 CFDC 2 24 JB Subject Scheme LIN.DISC Discourse studies 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 24 JB Subject Scheme LIN.SYNTAX Syntax 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 This book describes the repertoire and uses of referring expressions by French-speaking children and their interlocutors in naturally occurring dialogues at home and at school, in a wide range of communicative situations and activities. Through the lens of an interactionist and dialogical perspective, it highlights the interaction between the formal aspects of the acquisition of grammatical morphemes, the discourse-pragmatic dimension, and socio-discursive, interactional and dialogical factors. Drawing on this multidimensional theoretical and methodological framework, the first part of the book deals with the relation between reference and grammar, while the second part is devoted to the role of the communicative experience. Progressively, a set of arguments is brought out in favor of a dialogical and interactionist account of children’s referential development. This theoretical stance is further discussed in relation to other approaches of reference acquisition. Thus, this volume provides researchers and students with new perspectives and methods for the study of referring expressions in children. 04 09 01 https://benjamins.com/covers/475/tilar.28.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027208354.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027208354.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.28.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.28.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.28.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.28.hb.png 10 01 JB code tilar.28.lof ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of Figures</TitleText> 10 01 JB code tilar.28.lot xi xv 5 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of Tables</TitleText> 10 01 JB code tilar.28.loc xvii xix 3 Miscellaneous 3 <TitleType>01</TitleType> <TitleText textformat="02">List of Contributors</TitleText> 10 01 JB code tilar.28.int 1 38 38 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code tilar.28.01orv 2 38 37 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. A dialogical approach to the acquisition and usage of referring expressions</TitleText> <Subtitle textformat="02">Theoretical challenges and methodological issues</Subtitle> 1 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 2 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 3 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 4 A01 Annie Rialland Rialland, Annie Annie Rialland CNRS & Université Sorbonne Nouvelle – Paris 3 20 activities 20 dialogical approach 20 dialogue 20 morphological and syntactic development 20 reference 20 referring expressions 20 scaffolding 20 social settings 01 This chapter gives a general overview of the dialogical, theoretical, and methodological framework of the studies presented in the book, and the implications of that framework for understanding the acquisition of referring expressions and children’s early skills in this domain. Section 1 considers the formal aspects of children’s acquisition of the relevant morphological paradigms (mainly pronouns, and including fillers) in relation to certain aspects of syntactic development. Section 2 is devoted to studies on reference and referential strategies in children. After dealing with some discrepant results, we focus on the dialogical foundation of reference. As a whole, the chapter builds up a rationale for a multidimensional approach, considering the interaction of formal and functional factors in the acquisition of referring expressions, and, more generally, the way meaning is constructed in socially situated interactions driven by activities and scaffolded by adults. Section 3 presents the methodological choices this approach entails. Section 4 introduces the issues tackled by the nine studies presented in the book. 10 01 JB code tilar.28.p1 39 199 161 Section header 6 <TitleType>01</TitleType> <TitleText textformat="02">Part I. Reference and grammar</TitleText> 10 01 JB code tilar.28.02yam 42 80 39 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Filler syllables as precursors of referring expressions</TitleText> 1 A01 Naomi Yamaguchi Yamaguchi, Naomi Naomi Yamaguchi CNRS & Université Sorbonne Nouvelle – Paris 3 2 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 3 A01 Marine Le Mené Guigourès Le Mené Guigourès, Marine Marine Le Mené Guigourès Université de Strasbourg 4 A01 Stéphanie Caët Caët, Stéphanie Stéphanie Caët Université de Lille 5 A01 Annie Rialland Rialland, Annie Annie Rialland CNRS & Université Sorbonne Nouvelle – Paris 3 20 distributional factors 20 filler syllables 20 first grammatical units 20 phonological form 20 prenominal position 20 preverbal position 20 referential expressions 20 referential function 01 In this chapter, we examine the properties of filler syllables as transition forms in the development of referring expressions. In particular, we hypothesize that fillers are precursors of referring expressions. We focus on the distribution, the phonological form and the referential function of fillers in prenominal and/or preverbal positions, in comparison to others forms in these positions. Results show that first, the substantial presence of fillers does not lie in lexical factors, and that they are used in combination with other prelexical forms. Second, their variable realizations are not due to a phonological deficit, and they also exhibit paradigmatic patterning with the use of specific consonants. Fillers also share some of the functional characteristics of grammatical units, since their distribution and presence suggest that they play a role in the construction of the verbal and nominal categories. Moreover, in the preverbal position, children’s use of fillers varies according to the topic of the utterance. In conclusion, filler syllables exhibit the formal and functional characteristics of a transitional category and an adult-like paradigm of referring expressions at the same time, and should be studied as such. 10 01 JB code tilar.28.03das 82 113 32 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. Young children’s uses of referring expressions</TitleText> 1 A01 Christine da Silva-Genest da Silva-Genest, Christine Christine da Silva-Genest Université de Lorraine 2 A01 Haydée Marcos Marcos, Haydée Haydée Marcos Université Sorbonne Nouvelle – Paris 3 3 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 4 A01 Stéphanie Caët Caët, Stéphanie Stéphanie Caët Université de Lille 5 A01 Julien Heurdier Heurdier, Julien Julien Heurdier Université Sorbonne Nouvelle – Paris 3 20 accessibility 20 addressee 20 attentional status 20 discursive status 20 entities 20 referential choice 20 self 20 strong forms 20 syntactic function 20 weak forms 01 This chapter investigates the repertoire and the uses of referring expressions in natural dialogues of 28 French-speaking children, aged between 1;7 and 2;6 years old. We focus on three strong forms (nouns, strong demonstrative pronouns and strong personal pronouns) and three weak forms (clitic personal pronouns, null forms and fillers). Their uses are analyzed for the following factors: the linguistic development, the type of referent (participants vs. entities), the syntactic function, and the attentional and discursive status of the referent. The results reveal contrasted uses of referring expressions. Nouns are mainly used for new or reintroduced referents, generally in syntactic functions other than subject, whereas clitic personal pronouns (as well as the other weak forms) are mainly used for given referents and always as subjects. The type of referent (entities vs. participants) also influences the use of referring expressions. The discussion addresses the issue of the intertwining of morphological, syntactic and pragmatic development. 10 01 JB code tilar.28.04rez 116 139 24 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. Referring in dialogical narratives</TitleText> <Subtitle textformat="02">A study on children’s use of nouns and pronouns</Subtitle> 1 A01 Stefano Rezzonico Rezzonico, Stefano Stefano Rezzonico Université de Montréal 2 A01 Elise Vinel Vinel, Elise Elise Vinel Université Paris 8 3 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 4 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 5 A01 Nathalie Salagnac Salagnac, Nathalie Nathalie Salagnac Université de Lille 20 animacy 20 mother-child interaction 20 narrative dialogue 20 nouns 20 position in the referential chain 20 primacy 20 referent’s characteristics 20 syntactic function 20 third-person pronouns 01 In a recent overview of the literature on spontaneous and experimentally-produced speech, Allen, Hughes, and Skarabela (2015) identified many discourse-pragmatic factors that affect the use of referring expressions. In this chapter, we first assess the individual effects and the relative importance of four factors (i.e., position of the referring expression in the referential chain and its syntactic function, the referent’s characteristics – primacy and/or animacy – and the chronological age) in a narrative dialogue between a mother and her child. Second, we describe the joint impact of these factors on the use of nouns and third-person pronouns. A total of 30 typically-developing French-speaking children aged 4 to 7 years participated with their mother in a joint storytelling. Our results corroborate those found in the literature on the factors affecting young children’s use of referring expressions. Furthermore, they show a complex network of relations between the factors, that interestingly, was not the same for nouns and third-person pronouns. 10 01 JB code tilar.28.05rez 142 161 20 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. Referring expressions and developmental language disorders</TitleText> 1 A01 Stefano Rezzonico Rezzonico, Stefano Stefano Rezzonico Université de Montréal 2 A01 Mélanie Bernasconi Bernasconi, Mélanie Mélanie Bernasconi Université de Neuchâtel 3 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 4 A01 Christine da Silva-Genest da Silva-Genest, Christine Christine da Silva-Genest Université de Lorraine 5 A01 Stéphane Jullien Jullien, Stéphane Stéphane Jullien Université de Neuchâtel 20 clitic pronouns 20 developmental language disorders 20 discourse 20 morphosyntax 20 nouns 01 This study investigated the relation between morphosyntactic and discourse-pragmatic features in the production of referential expressions by French-speaking children with developmental language disorders (DLD) as compared to their typically developing peers (TD). Fifteen TD children and 15 children with DLD, age 4;6 to 7;5 were asked to tell a picture-book story with their mother. The type of referring expression, the position in the referential chain, and the syntactic function were coded. Both groups of children were sensitive to discourse and syntax. Children with DLD differed from their peers in the use of object clitic pronouns in subsequent mentions, the proportion of nouns produced without a determiner, and null subjects. Null subjects only appeared in a particular discursive and pragmatic context. 10 01 JB code tilar.28.06kle 164 199 36 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Explorations in the relations between reference, syntactic constructions and prosody</TitleText> 1 A01 Janina Klein Klein, Janina Janina Klein Université Sorbonne Nouvelle-Paris 3 2 A01 Stéphane Jullien Jullien, Stéphane Stéphane Jullien Université de Neuchâtel 3 A01 Gwendoline Fox Fox, Gwendoline Gwendoline Fox Université Sorbonne Nouvelle-Paris 3 20 discourse-pragmatic factors 20 dislocation 20 formal factors 20 prosody 20 referential chain 20 syntactic constructions 20 verb frame 01 Based on a cross-sectional corpus of 14 mother-child conversations (aged 2;2 to 2;4), this chapter explores children’s sensitivity to both formal linguistic features and discourse-pragmatic factors. We considered various issues. The first was the sensitivity of young children to discourse through a syntactic construction closely related to discourse and information structure, i.e., dislocations (see Lambrecht, 1994, for adults, and De Cat, 2007, for children). The second was the fact that the occurrence of a referring expression in a syntactic construction was due not only to discourse-pragmatic characteristics but also to the constraints imposed by the nature of certain verb frames. The third was young children’s sensitivity to discourse, examined through variation in the prosodic contours of referring expressions. Our results indicate that the children’s use of dislocation is sensitive to discourse-pragmatic contexts in a way comparable to that of the adults and that prosody varies with discourse-pragmatic characteristics. In addition, the nature of the verb frames studied was also shown to influence children’s choice of referring expressions. 10 01 JB code tilar.28.p2 201 316 116 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Part II. The role of communicative experience</TitleText> 10 01 JB code tilar.28.07mar 204 232 29 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. The influence of dialogue in young children’s uses of referring expressions</TitleText> 1 A01 Haydée Marcos Marcos, Haydée Haydée Marcos Université Sorbonne Nouvelle – Paris3 2 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris3 3 A01 Christine da Silva-Genest da Silva-Genest, Christine Christine da Silva-Genest Université de Lorraine 4 A01 Julien Heurdier Heurdier, Julien Julien Heurdier Université Sorbonne Nouvelle – Paris3 20 attentional status 20 demonstrative pronouns 20 dialogical relations 20 discursive status 20 formats 20 interlocutor’s discourse 20 nouns 20 question 20 repetition 20 third-person clitic pronouns 01 Twenty-four dialogues between French-speaking children aged 1;10 to 2;6 and their more competent interlocutors were analyzed from the point of view of (1) the uses of referring expressions by both children and their interlocutors, according to the attentional and discursive status of the referent, (2) the immediate effect of the interlocutor’s discourse on the choice of a referring expression; and (3) the dialogical relations of referring expressions. The main results confirmed the similarity of adults’ and children’s uses of third-person pronouns and showed that maintaining continuity in dialogue overrode the influence of forms in the interlocutor’s discourse. Finally, a qualitative analysis highlighted the role of formats and more generally, patterns of dialogue in the language developmental process. 10 01 JB code tilar.28.08has 234 260 27 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Variations in adult use of referring expressions during storytelling in different interactional settings</TitleText> 1 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 2 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 3 A01 Stefano Rezzonico Rezzonico, Stefano Stefano Rezzonico Université de Montréal 4 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle Paris3 5 A01 Elise Vinel Vinel, Elise Elise Vinel Université Paris 8 20 child-directed speech 20 developmental language disorders 20 interactional settings 20 joint storytelling 20 mothers 20 nouns 20 teachers 20 third-person pronouns 01 During the language acquisition process children experience language in different interactional settings. In terms of child-directed speech, we argue that children are exposed to different models that vary according to different factors. This chapter aims at grasping some aspects of these models, with a focus on referring expressions. Data consists of narratives in three interactional settings: mother-child interactions (Mother-to-Child context), kindergarten sessions (School context), and adults telling a story to an experimenter (Adult-to-Experimenter context). Children were aged from 3 to 7. We compared the participants’ uses of referring expressions in these three contexts and, in the Mother-to-Child context, mothers interacting with a language impaired child or not. Results show that adults’ uses of nouns and clitic pronouns vary according to the interactional setting, and that the uses of mothers and teachers when interacting with children at home or in school do not correspond to those of adults in an experimental setting. 10 01 JB code tilar.28.09wec 262 286 25 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Activities and social settings: Their roles in the use of referring expressions</TitleText> <Subtitle textformat="02">Their roles in the use of referring expressions</Subtitle> 1 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université of Neuchâtel 2 A01 Rouba Hassan Hassan, Rouba Rouba Hassan Université de Lille 3 A01 Julien Heurdier Heurdier, Julien Julien Heurdier Université Sorbonne Nouvelle – Paris 3 4 A01 Janina Klein Klein, Janina Janina Klein Université Sorbonne Nouvelle – Paris 3 5 A01 Nathalie Salagnac Salagnac, Nathalie Nathalie Salagnac Espe Lille Nord de France 20 activity 20 mother-child interaction 20 referring expression 20 social setting 20 teacher-child interaction 01 We investigated the influence of activity and social setting on the use of referring expressions in French-speaking children. Three groups were observed: 25 children ages 1;7 to 2;6 in three activities with their mother (picture-based, play, and daily routines), 15 children ages 3;9 to 7;4 in joint picture-book storytelling and symbolic play with their mother, and 10 children ages 3;9 to 7;4 in joint storytelling at home and at school. The type of referring expression and its position in the referential chain were coded. The results demonstrated the impact of the activity on the use of referring expressions in the first two groups, whereas the position in the referential chain affected the use of referring expressions only in the second group. In the home-school comparison, social setting influenced the use of referring expressions in interaction with the position in the referential chain. 10 01 JB code tilar.28.10vin 288 316 29 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. The impact of speech genres on the use of referring expressions</TitleText> 1 A01 Elise Vinel Vinel, Elise Elise Vinel Université Paris 8 – Vincennes-Saint-Denis 2 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 3 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 4 A01 Salma Nashawati Nashawati, Salma Salma Nashawati Université Sorbonne Nouvelle – Paris 3 5 A01 Somayeh Rahmati Rahmati, Somayeh Somayeh Rahmati Université de Neuchâtel 20 children 20 demonstrative pronouns 20 discursive sequences 20 interaction setting 20 joint story-telling 20 nouns 20 referential chain 20 speech genre 20 third-person pronouns 20 utterance genre 01 This chapter is aimed to assess the impact of speech genre on the use of referring expressions. We examined this impact in two corpora of mother-child dialogues (toddlers, ages 1;10–2;6 years and older children ages 4–7 years) via two separate studies. The first study showed that among the toddlers, the discursive sequence and the utterance genre influenced the use of referring expression more strongly than the position in the referential chain. In the second study, which looked at the narrative sequences in both corpora, we observed two phenomena: firstly, demonstrative expressions were relatively independent of the position in the referential chain, with genre overriding position; secondly, position in the referential chain took precedence for the noun-pronoun opposition, a key factor in how characters are handled in a narrative. However, the results also showed that the position factor interacted with both genre and age. The discussion deals with the implications of these findings for understanding children’s first uses of referring expressions. 10 01 JB code tilar.28.con 317 345 29 Section header 17 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code tilar.28.11sal 320 345 26 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 11. The acquisition of referring expressions: From formal factors to communicative experience</TitleText> 1 A01 Anne Salazar-Orvig Salazar-Orvig, Anne Anne Salazar-Orvig Université Sorbonne Nouvelle – Paris 3 2 A01 Geneviève de Weck Weck, Geneviève de Geneviève de Weck Université de Neuchâtel 20 activity 20 dialogical approach 20 dialogue 20 discourse-pragmatic factors 20 nouns 20 pronouns 20 referring expressions 20 social and interactional settings 20 speech genre 20 syntactic function 01 This last chapter undertakes a general discussion of the results presented in Chapters 2 to 10. After recalling the overall distribution of referring expressions in the data of toddlers (age 1;7 to 2;6) and older children (age 3;6 to 7;5), we review the impact of formal factors (syntactic functions, lexicon, constructions), discourse-pragmatic factors (the referent type and its status in the discourse) and socio-discursive and dialogical factors (activity, speech genre, social and interactional setting and dialogue) on the use of referring expressions. More than each factor taken separately, their interaction accounted for the children’s and the adult’s uses of these expressions. Moreover, both the child and adult uses were strongly determined by the socio-discursive and dialogical context. These results thus appear to offer a consistent set of arguments in favor of a dialogical account of the process whereby children acquire and use referring expressions, one that should not only consider forms and cognitive development but also the way children experience forms in various meaningful and dialogical contexts. 10 01 JB code tilar.28.app1 347 359 13 Miscellaneous 20 <TitleType>01</TitleType> <TitleText textformat="02">Appendix I. Corpora</TitleText> 10 01 JB code tilar.28.app2 361 362 2 Miscellaneous 21 <TitleType>01</TitleType> <TitleText textformat="02">Appendix II. Transcription conventions</TitleText> 10 01 JB code tilar.28.app3a 363 1 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Appendix III. A. Summary of <i>“Ah les belles vacances des petits cochons”</i></TitleText> 10 01 JB code tilar.28.app3b 365 1 Miscellaneous 23 <TitleType>01</TitleType> <TitleText textformat="02">Appendix III. B. Summary of <i>“Le voleur de poule”</i></TitleText> 10 01 JB code tilar.28.ind 367 372 6 Miscellaneous 24 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 10 01 JB code tilar.28.app 347 362 16 Miscellaneous 25 <TitleType>01</TitleType> <TitleText textformat="02">Appendixes</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20210616 2021 John Benjamins B.V. 02 WORLD 08 835 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 90 18 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 18 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 5 18 01 gen 02 JB 1 00 149.00 USD