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Multimodal approach to aspect
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In: https://halshs.archives-ouvertes.fr/halshs-01424071 ; 2016 (2016)
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Children’s multimodal grammar under construction: The example of negation
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In: ICLC2015 ; https://halshs.archives-ouvertes.fr/halshs-01424049 ; ICLC2015, Lancaster University, Jul 2015, Lancaster, United Kingdom (2015)
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Multimodal approaches to language acquisition through the lens of negation
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In: Vestnik ; https://halshs.archives-ouvertes.fr/halshs-01288351 ; Vestnik, MLSU, 2015, DISCOURSE AS SOCIAL PRACTICE: PRIORITIES AND PROSPECTS, 6 (717), pp.435-451 ; http://www.linguanet.ru/english/scienceE/VestMslu/index.php (2015)
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Multimodal negation in speaking children
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In: IASCL 2014 ; https://halshs.archives-ouvertes.fr/halshs-01424054 ; IASCL 2014, Jul 2014, Amsterdam, Netherlands (2014)
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The blossoming of children’s multimodal skills from 1 to 4 years old
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In: Body – Language – Communication. An international Handbook on Multimodality in Human Interaction ; https://halshs.archives-ouvertes.fr/halshs-01350598 ; Cornelia Muller, Alan Cienki, Ellen Frickee, Silva Ladewig, David McNeill, Jana Bressem. Body – Language – Communication. An international Handbook on Multimodality in Human Interaction, 2, De Gruyter, pp.1848-1857, 2014, Handbücher zur Sprach- und Kommunikationswissenschaft, 978-3-11-030080-2 ; http://www.degruyter.com/view/product/186076?format=G (2014)
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Abstract:
International audience ; Language acquisition is one of the first fields in which the multimodal aspects of language have been illustrated. Spontaneous longitudinal interactional data was required to study productions in context and the obvious role of action, gaze, gesture, facial expressions and prosody in children’s first productions was underlined by a wealth of studies. However, most research focuses on children’s first symbolic gestures and on word-gesture combinations in the first stages of development. But children, continue to use their body, and especially manual gestures, head shakes, facial expressions throughout the language acquisition process and become expert multimodal language users in face-to-face conversations. This short paper explores the blossoming of children’s multimodal skills through two exploratory studies on children’s expression of negation and on pointing gestures from one to four years old. Research based on video-data of children’s daily interactions can demonstrate the progressive mastery of coordination between bodily action, gestures and talk in conversation. Children can rely on simultaneous use of the vocal and visual modalities to gradually become competent multimodal conversationalists.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Language acquisition; multimodal skills; multimodality
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URL: https://halshs.archives-ouvertes.fr/halshs-01350598
https://halshs.archives-ouvertes.fr/halshs-01350598/document
https://halshs.archives-ouvertes.fr/halshs-01350598/file/Morgenstern-Multimodal%20skills.pdf
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