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Chapter 5. Referring expressions and developmental language disorders
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In: The Acquisition of Referring Expressions ; https://hal.univ-lorraine.fr/hal-03440810 ; Anne Salazar-Orvig; Geneviève de Weck; Rouba Hassan; Annie Rialland. The Acquisition of Referring Expressions, 28, John Benjamins Publishing Company, pp.142-161, 2021, Trends in Language Acquisition Research, 9789027208354. ⟨10.1075/tilar.28.05rez⟩ (2021)
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Referential forms, prosody and discourse in young French-speaking children interactions
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In: 14th International Pragmatics Conference ; https://hal.univ-lorraine.fr/hal-03442283 ; 14th International Pragmatics Conference, 2015, Antwerp, Belgium (2015)
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Syntaxe et dialogue: les configurations syntaxiques impliquant "il y a"
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| 5 |
Référence et dialogue chez les enfants autistes Asperger
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In: Anaphore et anaphoriques: variété des langues, variété des emplois ; https://halshs.archives-ouvertes.fr/halshs-01350604 ; Camille Denizot, Emmanuel Dupraz. Anaphore et anaphoriques: variété des langues, variété des emplois, Presses universitaires de Rouen et du Havre, 2012, Cahier de l'Eriac, 978-2-87775-536-8 ; http://purh.univ-rouen.fr/node/185 (2012)
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La construction présentative clivée dans la gestion des tours de parole: Le cas des interactions adulte – enfant
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| 7 |
Introduction des référents dans le discours en fonction du degré de connaissance partagée avec l’interlocuteur: quelques données concernant des enfants dysphasiques et tout-venant
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Abstract:
This paper is about referents' introduction in narrative discourse by normal and language-impaired children (SLI children). It focuses on the linguistic devices used by these two populations to introduce new referents while telling a story to informed and non-informed adult interlocutor. The informed one knows the story, the second doesn't. Depending on shared knowledge between the participants, introductions are considered as appropriate or not. We present here the first results of a research program about developmental pragmatics. They show that non appropriate introductions are more frequent with the non informed adult for both populations. Nevertheless appropriate and non appropriate introductions are not done in the same way and in the same proportions by the two groups, the SLI children produce more non appropriate introductions, they may omit referents or determinants and their development is slower and limited compared to the development of normal children. The differences between the two types of children seem to be quantitative, qualitative and developmental.
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URL: http://doc.rero.ch/record/19011/files/08_Ingold-Jullien-deweck_105-121.pdf
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Prosodic, syntactic and semantico-pragmatic parameters as clues for projection: the case of "il y a"
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In: ISSN: 1661-8246 ; EISSN: 1661-8246 ; Nouveaux Cahiers de Linguistique Française ; https://halshs.archives-ouvertes.fr/halshs-00204480 ; Nouveaux Cahiers de Linguistique Française, Université de Genève, 2007, 28, pp.283-297 (2007)
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Introduction de référents dans des dialogues d'adolescents dysphagiques : le cas de la construction présentative clivée
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In: ISSN: 1010-1705 ; TRANEL. Travaux Neuchâtelois de Linguistique ; https://halshs.archives-ouvertes.fr/halshs-00204452 ; TRANEL. Travaux Neuchâtelois de Linguistique, Institut des sciences du langage et de la communication (Neuchâtel, Suisse), 2005, 41, pp.49-68 (2005)
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