| 21 |
Children’s pointing gestures from one to four. From deictic reference to the diversification of form and function
|
|
|
|
In: AEREF ; https://halshs.archives-ouvertes.fr/halshs-01424058 ; AEREF, Anne Salazar Orvig, Oct 2013, Paris, France (2013)
|
|
BASE
|
|
Show details
|
|
|
| 22 |
Self-reference and pronominal reversals: becoming a speaker through the other’s voice
|
|
|
|
In: AEREF ; https://halshs.archives-ouvertes.fr/halshs-01424059 ; AEREF, Oct 2013, Paris, France (2013)
|
|
BASE
|
|
Show details
|
|
|
| 23 |
Variation in Self-Reference in Mother-Child Interactions
|
|
|
|
In: AFLICO 2013 ; https://halshs.archives-ouvertes.fr/halshs-01424061 ; AFLICO 2013, Maarten Lemmens, 2013, Lille, France (2013)
|
|
Abstract:
International audience ; According to Elizabeth Bates, the grammar of our natural languages is so permeated with personal reference that their acquisition requires self-awareness. Scientists may therefore use their observations on the acquisition of person markers in order to understand the emergence of self-awareness and identity in children (Bates, 1990 : 165). English and French speaking children do not always use adult standard forms (I / je or moi-je ) to refer to self as grammatical subject. In their verbal productions about themselves (as agents, experiencers or themes…) they could omit the subject, use a filler syllable during a period of transition or later use their name, 2nd, or 3rd person pronouns as well as 1st person pronouns. The use of non-standard forms is part of each child’s specific pathway into language. Some forms could be considered as proto-forms, others as marks of the child’s creativity with unconventional form-function pairings in the appropriation of the adult system. As shown by Budwig (1995) and Author 1 (2006) each form is usually associated to a particular function in context. In order to retrace how children acquire the linguistic system, we can try to tease apart what is due to what they borrow from adult language and what they recreate on their own. It is therefore particularly interesting to focus on the various forms of self-reference used in their first productions and to relate them to reference to self and other in their input.Children assimilate the representations of themselves and of others that adults use in their verbal productions and reformulate them in their own discourse. The non standard forms uses are a window unto this assimilation process. It is therefore particularly interesting to study their forms of self-reference, which enable them to express their own positioning in dialogue, and to focus on the temporary pronominal reversals some children typically produce during their third year for a few months. In this paper we present an overview of the forms used as subject first person reference by Léonard, a French little boy, from 1;08 to 3;03 (Paris corpus), Naima, an American little girl from age 1;6 to 3;06 (Providence corpus) and their mothers. We will then study the children’s use of their name and third person pronouns to refer to themselves (Author 1 2011, Author 2 2012; Demuth 2011), and relate them to their mother’s use of third person reference to refer to themselves and their child. The analysis of the conditions under which these reversals appear and disappear can shed some light on how children are able to differentiate their own self from the other and to construct their identity.All the situations that enable the child to enter language as apprentice-speaker are given in their interactions with more experienced language users. As they take up and replay the scripts they have participated in again and again, they can internalize (Vygotsky, 1934) and appropriate these forms in order to become fully responsible for their own speech.
|
|
Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; first language acquisition; pronouns; self-reference
|
|
URL: https://halshs.archives-ouvertes.fr/halshs-01424061
|
|
BASE
|
|
Hide details
|
|
|
| 24 |
A bilingual child’s multimodal path into negation
|
|
|
|
In: Aflico 2013 ; https://halshs.archives-ouvertes.fr/halshs-01424063 ; Aflico 2013, Maarten Lemmens, 2013, Lille, France (2013)
|
|
BASE
|
|
Show details
|
|
|
| 25 |
Book review of, Child language acquisition: Contrasting theoretical approaches. Ben Ambridge and Elena V. M. Lieven
|
|
|
|
In: ISSN: 0142-7237 ; First Language ; https://halshs.archives-ouvertes.fr/halshs-01350589 ; First Language, SAGE Publications, 2013, 33 (3), pp.321-325. ⟨10.1177/0142723712454953⟩ (2013)
|
|
BASE
|
|
Show details
|
|
|
| 26 |
Definite and Indefinite Determiners in French-Speaking Toddlers: Distributional Features and Pragmatic-Discursive Factors
|
|
|
|
In: ISSN: 0378-2166 ; EISSN: 1879-1387 ; Journal of Pragmatics ; https://halshs.archives-ouvertes.fr/halshs-01467858 ; Journal of Pragmatics, Elsevier, 2013, The Pragmatic-Discursive Dimension of Grammar Acquisition, 56, pp.88-112. ⟨10.1016/j.pragma.2013.03.015⟩ (2013)
|
|
BASE
|
|
Show details
|
|
|
| 27 |
Self- and other-repairs in child–adult interaction at the intersection of pragmatic abilities and language acquisition
|
|
|
|
In: ISSN: 0378-2166 ; EISSN: 1879-1387 ; Journal of Pragmatics ; https://halshs.archives-ouvertes.fr/halshs-01186977 ; Journal of Pragmatics, Elsevier, 2013, The Pragmatic-Discursive Dimension of Grammar Acquisition, 56, pp.151-167. ⟨10.1016/j.pragma.2012.06.017⟩ (2013)
|
|
BASE
|
|
Show details
|
|
|
| 28 |
From Buds to Flowers: the multimodal blossoming of child language in scaffolding interactions
|
|
|
|
In: ENAL 2013 ; https://halshs.archives-ouvertes.fr/halshs-01424074 ; ENAL 2013, Oct 2013, Joao Pessoa, Brazil (2013)
|
|
BASE
|
|
Show details
|
|
|
| 29 |
Rising grammatical awareness in a French-speaking child from 18 months to 36 months: uses and misuses of possession markers.
|
|
|
|
In: ISSN: 0959-2695 ; EISSN: 1474-0079 ; Journal of French Language Studies ; https://halshs.archives-ouvertes.fr/halshs-00657331 ; Journal of French Language Studies, Cambridge University Press (CUP), 2012, pp.57-75 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 30 |
The Paris Corpus
|
|
|
|
In: ISSN: 0959-2695 ; EISSN: 1474-0079 ; Journal of French Language Studies ; https://halshs.archives-ouvertes.fr/halshs-01350592 ; Journal of French Language Studies, Cambridge University Press (CUP), 2012, 22 (Special issue 1), pp.7-12. ⟨10.1017/S095926951100055X⟩ ; http://journals.cambridge.org/action/displayJournal?jid=JFL (2012)
|
|
BASE
|
|
Show details
|
|
|
| 31 |
The unfolding of the verbal temporal system in French children's speech between 18 and 36 months
|
|
|
|
In: ISSN: 0959-2695 ; EISSN: 1474-0079 ; Journal of French Language Studies ; https://halshs.archives-ouvertes.fr/halshs-00495627 ; Journal of French Language Studies, Cambridge University Press (CUP), 2012, 22 (01), pp.95-114. ⟨10.1017/S0959269511000603⟩ (2012)
|
|
BASE
|
|
Show details
|
|
|
| 32 |
Constructing "basic" verbal constructions: a longitudinal study of the blossoming of constructions with six frequent verbs
|
|
|
|
In: Constructions in French ; https://halshs.archives-ouvertes.fr/halshs-00773197 ; Myriam Bouveret & Dominique Le Gallois. Constructions in French, John Benjamins Publishing, pp.127-153, 2012 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 33 |
Premières formes de conditionnel chez l'enfant
|
|
|
|
In: ISSN: 1244-5460 ; Faits de langues ; https://halshs.archives-ouvertes.fr/halshs-01350594 ; Faits de langues, Brill, 2012, pp.219-222 ; http://fdl.univ-lemans.fr/fr/index.html (2012)
|
|
BASE
|
|
Show details
|
|
|
| 34 |
Referring to You and Me in French, English and French Sign language
|
|
|
|
In: Language Culture and Mind ; https://halshs.archives-ouvertes.fr/halshs-01424067 ; Language Culture and Mind, Jun 2012, Lisbonne, Portugal (2012)
|
|
BASE
|
|
Show details
|
|
|
| 35 |
The self as Other: Selfwords and pronominal reversals in language acquisition
|
|
|
|
In: Spaces of Polyphony ; https://halshs.archives-ouvertes.fr/halshs-00773196 ; Lorda & Zabalbeascoa. Spaces of Polyphony, John Benjamins Publishing, pp.57-72, 2012 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 36 |
Talking about giving: Interactive scaffolding of language and conceptualization
|
|
|
|
In: Language, Culture and Mind ; https://halshs.archives-ouvertes.fr/halshs-01424069 ; Language, Culture and Mind, Jun 2012, Lisbonne, Portugal (2012)
|
|
BASE
|
|
Show details
|
|
|
| 37 |
Multimodal negation in speaking children
|
|
|
|
In: ISGS 5 The International Society for Gesture Studies, The Communicative Body in Development. ; https://hal.inria.fr/hal-00724189 ; ISGS 5 The International Society for Gesture Studies, The Communicative Body in Development., Jul 2012, Lund, Sweden (2012)
|
|
BASE
|
|
Show details
|
|
|
| 38 |
The blossoming of negation in gesture, sign and vocal productions
|
|
|
|
In: ADYLOC ; https://hal.archives-ouvertes.fr/hal-00612577 ; ADYLOC, Jun 2011, Paris, France (2011)
|
|
BASE
|
|
Show details
|
|
|
| 39 |
JE comme AUTRE Mise en mots de l'altérité et de l'identité dans le langage de l'enfant
|
|
|
|
In: L'altérité dans les théories de l'énonciation ; https://halshs.archives-ouvertes.fr/halshs-00528943 ; LLionel Dufaye & Lucie Gournay. L'altérité dans les théories de l'énonciation, Ophrys, pp.115-135, 2010 (2010)
|
|
BASE
|
|
Show details
|
|
|
| 40 |
From gesture to sign and from gesture to word. Pointing in deaf and hearing children.
|
|
|
|
In: ISSN: 1568-1475 ; EISSN: 1569-9773 ; Gesture ; https://halshs.archives-ouvertes.fr/halshs-00637782 ; Gesture, John Benjamins Publishing, 2010, pp.172-201. ⟨10.1075/gest.10.2-3.04mor⟩ (2010)
|
|
BASE
|
|
Show details
|
|
|
|
|
