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Socialization to book-reading in French and English family life: a longitudinal and comparative interactive study of specialized language practices
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In: IPrA, International Pragmatics Association ; https://hal.archives-ouvertes.fr/hal-03407949 ; IPrA, International Pragmatics Association, Jun 2021, Winthertour, Switzerland (2021)
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Chapter 2. Talking about giving
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In: Give Constructions across Languages ; https://hal-univ-paris3.archives-ouvertes.fr/hal-03328866 ; ed. Myriam Bouveret. Give Constructions across Languages, 29, pp.55-72, 2021, Constructional Approaches to Language, 9789027260154. ⟨10.1075/cal.29.02mor⟩ ; https://www.jbe-platform.com/content/series/1573594x (2021)
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A functional approach to self-pointsand self-reference in a deaf signing childand the (dis)continuity issue in child language
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In: ISSN: 1879-7865 ; EISSN: 1879-7873 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition ; https://halshs.archives-ouvertes.fr/halshs-02073464 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition , John Benjamins Publishing Company 2017, 8 (1), pp.117-140 ; https://www.jbe-platform.com/content/journals/10.1075/lia.8.1.06cae (2017)
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Pointage et auto-désignation chez l’enfant en français et en langue des signes française
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In: Langue française, N 193, 1, 2017-04-06, pp.109-126 (2017)
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Displaced speech and cognitive development: How children acquire state verbs in the past tense
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In: AEAL - VIIIth International Conference of Language Acquisition ; https://halshs.archives-ouvertes.fr/halshs-01373270 ; AEAL - VIIIth International Conference of Language Acquisition, Sep 2016, Mallorca, Spain ; http://www.uibcongres.org/AEAL/ficha.en.html (2016)
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Abstract:
International audience ; When young children start producing references to past events, they talk mostly about telic events (Bronckart & Sinclair, 1973) and about continuous events (Weist, 1986). This has lead to the “Aspect first hypothesis” (Shirai & Andersen, 1995). It is only when children acquire the property of displacement that “they can retrieve prior experiences from memory with the understanding that these experiences occurred prior to the interval of the speech act” (Weist, 1986, p.370.). These studies also show that children tend to reproduce the characteristics of their input, which explains the differences found between children from typologically different languages.In the present work we try to pinpoint the emergence of the use of displacement markers and reference time in French-speaking children. One feature of special interest is the use of state verbs. State verbs mostly represent abstract ideas. So the ability to use state verbs outside the context of the here and now might be connected to the ability to use displacement markers.We followed the development of the use of state verbs in natural interactions in two children and their adult interlocutors from age 1 to age 6. Adults used state verbs in the same way in all sessions. About 90% of the state verbs were in the present form, 6% in the “imparfait” (past unbounded tense) and 2% in one of the future forms. Children used the present and “imparfait” tenses for state verbs quite like the adults, but starting only at age 2;09. Before this age, they produced state verbs only in the present form. This shows that children’s productions do not merely replicate the properties of their input. They learn the forms they hear, but they only use them when they have acquired the necessary cognitive skills.ReferencesBronckart, J. P., & Sinclair, H. (1973). Time, tense and aspect. Cognition, 2(1), 107–130. http://doi.org/10.1016/0010-0277(72)90032-7Shirai & Andersen (1995). The acquisition of tense-aspect morphology: a prototype account. Language, 71, 4, 743-762.Weist, R. M. (1986). Tense and aspect. In P. Fletcher & M. Garman (Eds.), Language Acquisition: Studies in First Language Development (pp. 356–374). Cambridge University Press.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Language acquisition; semantics; state verbs; time
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URL: https://halshs.archives-ouvertes.fr/halshs-01373270
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Pointing and self-reference in French and French Sign Language
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In: ISSN: 2300-9969 ; Open Linguistics ; https://halshs.archives-ouvertes.fr/halshs-01350586 ; Open Linguistics, DE GRUYTER OPEN, 2016, 2 (1), pp.47-66. ⟨10.1515/opli-2016-0003⟩ ; http://www.degruyter.com/ (2016)
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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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First and second person pronouns in two mother-child dyads
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In: The Pragmatics of Personal Pronouns ; https://halshs.archives-ouvertes.fr/halshs-01288353 ; Laure Gardelle et Sandrine Sorlin. The Pragmatics of Personal Pronouns, Benjamins, pp.173-193, 2015 ; www.benjamins.com (2015)
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Children’s multimodal grammar under construction: the example of negation
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In: MAMUD ; https://halshs.archives-ouvertes.fr/halshs-01424072 ; MAMUD, Maarten Lemmens, Nov 2015, Lille, France (2015)
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Children’s Multimodal Language Development
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In: Manual of Language acquisition ; https://halshs.archives-ouvertes.fr/halshs-01350596 ; Christiane Fräcke. Manual of Language acquisition, De Gruyter, pp.123-142, 2014, Manuals of Romance Linguistics, 978-3-11-030210-3 ; http://www.degruyter.com/view/product/186395 (2014)
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The blossoming of three-argument verbal constructions in child language: a study of “give constructions”
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In: Autour du verbe anglais. Construction – lexique – évidentialité ; https://halshs.archives-ouvertes.fr/halshs-01350597 ; Geneviève Girard-Gillet. Autour du verbe anglais. Construction – lexique – évidentialité, Presses de la Sorbonne nouvelle, pp.107-120, 2014, 978-2-87854-629-3 ; http://psn.univ-paris3.fr/ouvrage/autour-du-verbe-anglais-construction-lexique-evidentialite (2014)
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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 self under construction: a functional approach to children’s subject self-reference
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In: IASCL 2014 ; https://halshs.archives-ouvertes.fr/halshs-01424055 ; IASCL 2014, Jul 2014, Amsterdam, Netherlands (2014)
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Hearing and deaf children’s gestures and signs in negative constructions
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In: Adyloc 2 ; https://halshs.archives-ouvertes.fr/halshs-01424056 ; Adyloc 2, Aliyah Morgenstern; Michèle Guidetti; Marion Blondel, Apr 2014, Paris, France (2014)
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" Ça s'appelle comment le docteur des animaux ? " Co-(re)construction des productions non standard de l'enfant
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In: ISSN: 2261-2424 ; SHS Web of Conferences ; 4e Congrès Mondial de Linguistique Française ; https://halshs.archives-ouvertes.fr/halshs-01049171 ; 4e Congrès Mondial de Linguistique Française, Jul 2014, Berlin, Allemagne. pp.1453 - 1467, ⟨10.1051/shsconf/20140801189⟩ (2014)
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Shared attention, gaze and pointing gestures I hearing and deaf children
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In: Language in Interaction. Studies in honor of Eve V. Clark ; https://halshs.archives-ouvertes.fr/halshs-01350595 ; Inbal Arnon, Marisa Casillas, Chigusa Kurumada & Bruno Estigarribia Language in Interaction. Studies in honor of Eve V. Clark, Benjamins, pp.139-156, 2014, 9789027244017. ⟨10.1075/tilar.12.12mor⟩ ; https://benjamins.com/#catalog/books/tilar.12/main (2014)
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Multimodal approaches to language acquisition
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In: International conference on discourse analysis ; https://halshs.archives-ouvertes.fr/halshs-01424073 ; International conference on discourse analysis, Oct 2014, Moscou, Russia (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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