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Grammatical and pragmatic use of referential expressions in picture-based narratives of bilingual and monolingual children in Russian and German ...
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Grammatical and pragmatic use of referential expressions in picture-based narratives of bilingual and monolingual children in Russian and German
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Abstract:
Die Dissertation befasst sich mit der Verwendung referentieller Ausdrücke im narrativen Diskurs monolingualer und bilingualer Kinder im Russischen und Deutschen. Insgesamt wurden 188 Erzählungen untersucht, elizitiert durch Bildergeschichten von 60 bilingualen und 68 monolingualen Kindern in 3 Altersgruppen (4-, 5- und 6-Jährige). Das Hauptziel der Studie war herauszufinden, wie russisch-deutsch bilinguale Kinder und monolinguale Kinder der jeweiligen Sprachen mit der Wahl der referentiellen Ausdrücke im narrativen Diskurs umgehen und ob ihre Leistung und Entwicklung in Bezug auf die grammatische und pragmatische Verwendung referentieller Ausdrücke für die Einführung, Weiterführung und Wiedereinführung von Referenten ähnlich sind. Die Ergebnisse weisen darauf hin, dass Kinder bereits im Alter von 4 Jahren ein gut ausgebildetes Repertoire an referentiellen Ausdrücken haben und ein gutes Verständnis für deren pragmatische Verwendung sowie für die Unterscheidung zwischen den Informationsstatus von Referenten new (neu), given (gegeben) und accessible (zugänglich) zeigen. Die Verwendung von referentiellen Ausdrücken entwickelt sich bei monolingualen und bilingualen Kindern in der analysierten Altersspanne signifikant, insbesondere in Bezug auf ihre Wahl für die Einführung und Wiedereinführung von Referenten. Trotz teilweise signifikanter Unterschiede in den Altersgruppen monolingualer und bilingualer Kinder zeigen alle Stichproben ähnliche Ergebnisse spätestens im Alter von 6 Jahren, d.h. dass bilinguale Kinder in der Lage sind, im Laufe des Spracherwerbsprozesses bis zu diesem Alter die Referenzsysteme ihrer beiden Sprachen entsprechend zu reorganisieren und referentielle Ausdrücke zielsprachlich zu verwenden. Gleichzeitig verwenden bilinguale Kinder ähnliche referentielle Strategien und zeigen teilweise parallele Entwicklungsmuster in beiden Sprachen. Solche Parallelen sind zum Teil auch zwischen den monolingualen Stichproben im Russischen und Deutschen zu beobachten. ; This dissertation deals with the use of referential expressions in the narrative discourse of monolingual and bilingual children in Russian and German. A total of 188 narratives, elicited with picture stories from 60 bilingual and 68 monolingual children in 3 age groups (4, 5, and 6 years of age) were examined. The main aim of the study was to find out how Russian-German bilingual children and monolingual children of the respective languages deal with the choice of referential expressions in narrative discourse and whether their performance and development in terms of grammatical and pragmatic use of referential expressions for introducing, maintaining and reintroducing referents is similar. The results indicate that children already have a well-developed repertoire of referential expressions at age 4 and demonstrate a good understanding of the pragmatic use of referential expressions and of the distinction between different information statuses of referents, defined as new, given, and accessible. The use of referential expressions develops significantly in monolingual and bilingual children in the analyzed age range, especially with regard to the choice of referential expressions for the introduction and reintroduction of referents. Despite partly significant differences within age groups in monolingual and bilingual children, all samples show similar results by age 6 at the latest, i.e., bilingual children are able to reorganize the reference systems of their two languages accordingly during the language acquisition process up to this age and to use referential expressions in a manner that corresponds to the target language. At the same time, bilingual children use similar referential strategies and show partly parallel developmental patterns in their two languages. Such parallels are also observed between monolingual samples in Russian and German to some extent.
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Keyword:
410 Linguistik; bilingual children; bilingual language acquisition; bilinguale Kinder; bilingualer Spracherwerb; ddc:410; Deutsch; ER 925; German; information status; Informationsstatus; monolingual children; monolinguale Kinder; narrative discourse; narrativer Diskurs; reference; Referenz; Russian; Russisch
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URN:
urn:nbn:de:kobv:11-110-18452/22426-0
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URL: http://edoc.hu-berlin.de/18452/22426
https://doi.org/10.18452/21672
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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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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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Bilingual and second language development and literacy Εmerging perspectives on an intimate relationship ...
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Language, Migration, and Citizenship in France
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 46-53 (2016) (2016)
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Pointing and Self-reference in French and French Sign Language
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In: Open Linguistics, Vol 2, Iss 1 (2016) (2016)
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From early to late mastery: Multifunctionality and linguistic diversity
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In: The Acquisition of Reference ; https://hal.archives-ouvertes.fr/hal-01234085 ; Ludovica Serratrice; Shanley E.M. Allen. The Acquisition of Reference, John Benjamins, pp.181-211, 2015 (2015)
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Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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Como a referência do discurso da criança instaura os valores culturais e fundamenta a subjetividade de seu ato de aquisição da linguagem?
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Como a referência do discurso da criança instaura os valores culturais e fundamenta a subjetividade de seu ato de aquisição da linguagem?
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Markers of Topical Discourse in Child-Directed Speech
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In: http://langcog.stanford.edu/papers/RF-cogsci2014.pdf (2013)
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