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
01
The Acquisition of Referring Expressions
The
Acquisition of Referring Expressions
A dialogical approach
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.
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tilar.28.lof
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Miscellaneous
1
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List of Figures
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xv
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Miscellaneous
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List of Tables
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xix
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Miscellaneous
3
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List of Contributors
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JB code
tilar.28.int
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38
38
Section header
4
01
Introduction
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01
JB code
tilar.28.01orv
2
38
37
Chapter
5
01
Chapter 1. A dialogical approach to the acquisition and usage of referring expressions
Theoretical challenges and methodological issues
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
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JB code
tilar.28.p1
39
199
161
Section header
6
01
Part I. Reference and grammar
10
01
JB code
tilar.28.02yam
42
80
39
Chapter
7
01
Chapter 2. Filler syllables as precursors of referring expressions
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
01
Chapter 3. Young children’s uses of referring expressions
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
01
Chapter 4. Referring in dialogical narratives
A study on children’s use of nouns and pronouns
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
01
Chapter 5. Referring expressions and developmental language disorders
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
01
Chapter 6. Explorations in the relations between reference, syntactic constructions and prosody
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
01
Part II. The role of communicative experience
10
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JB code
tilar.28.07mar
204
232
29
Chapter
13
01
Chapter 7. The influence of dialogue in young children’s uses of referring expressions
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
01
Chapter 8. Variations in adult use of referring expressions during storytelling in different interactional settings
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
01
Chapter 9. Activities and social settings: Their roles in the use of referring expressions
Their roles in the use of referring expressions
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
01
Chapter 10. The impact of speech genres on the use of referring expressions
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
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JB code
tilar.28.con
317
345
29
Section header
17
01
Conclusion
10
01
JB code
tilar.28.11sal
320
345
26
Chapter
19
01
Chapter 11. The acquisition of referring expressions: From formal factors to communicative experience
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.
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359
13
Miscellaneous
20
01
Appendix I. Corpora
10
01
JB code
tilar.28.app2
361
362
2
Miscellaneous
21
01
Appendix II. Transcription conventions
10
01
JB code
tilar.28.app3a
363
1
Miscellaneous
22
01
Appendix III. A. Summary of <i>“Ah les belles vacances des petits cochons”</i>
10
01
JB code
tilar.28.app3b
365
1
Miscellaneous
23
01
Appendix III. B. Summary of <i>“Le voleur de poule”</i>
10
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JB code
tilar.28.ind
367
372
6
Miscellaneous
24
01
Index
10
01
JB code
tilar.28.app
347
362
16
Miscellaneous
25
01
Appendixes
02
JBENJAMINS
John Benjamins Publishing Company
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2021
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149.00
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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
01
The Acquisition of Referring Expressions
The
Acquisition of Referring Expressions
A dialogical approach
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.
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List of Tables
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Miscellaneous
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List of Contributors
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Introduction
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Chapter 1. A dialogical approach to the acquisition and usage of referring expressions
Theoretical challenges and methodological issues
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.
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Section header
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Part I. Reference and grammar
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80
39
Chapter
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Chapter 2. Filler syllables as precursors of referring expressions
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.
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113
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Chapter
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Chapter 3. Young children’s uses of referring expressions
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.
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Chapter
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Chapter 4. Referring in dialogical narratives
A study on children’s use of nouns and pronouns
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.
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Chapter 5. Referring expressions and developmental language disorders
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
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morphosyntax
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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.
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11
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Chapter 6. Explorations in the relations between reference, syntactic constructions and prosody
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.
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Section header
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Part II. The role of communicative experience
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Chapter 7. The influence of dialogue in young children’s uses of referring expressions
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.
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14
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Chapter 8. Variations in adult use of referring expressions during storytelling in different interactional settings
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.
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15
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Chapter 9. Activities and social settings: Their roles in the use of referring expressions
Their roles in the use of referring expressions
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.
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Chapter 10. The impact of speech genres on the use of referring expressions
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.
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Section header
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Conclusion
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Chapter
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Chapter 11. The acquisition of referring expressions: From formal factors to communicative experience
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.
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Appendix I. Corpora
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Miscellaneous
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Appendix II. Transcription conventions
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Appendix III. A. Summary of <i>“Ah les belles vacances des petits cochons”</i>
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Appendix III. B. Summary of <i>“Le voleur de poule”</i>
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Index
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Miscellaneous
25
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Appendixes
02
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