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Enhancing Cross-cultural Competence of Advanced Chinese Learners — Strategies in Teaching Business Chinese at the College Level
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In: 2013 New England Association for Asian Studies Conference (2013)
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The relationship between lexical and grammatical development in typical and brain-damaged children
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Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English
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The Processes of Second Language Acquisition, the Benefits of the Intensive Teaching Method,and the Successful Integration of High-Ability Students in Second Language Classes.
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Semantic and Phonological False Memories in Adults' First and Second Language
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In: Undergraduate Honors Thesis Collection (2013)
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Autism as the Early Closure of a Neuroplastic Critical Period Normally Seen in Adolescence
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In: Biology Faculty Publications and Presentations (2013)
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Comprehensible Output and the Effects of Music and Movement in Spanish Language Acquisition
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In: Student Research Initiative (2013)
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Comprehensible Output and the Effects of Music and Movement in Spanish Language Acquisition
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In: College of Arts and Sciences Poster Presentations (2013)
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Acquisition of Theta Roles in Deaf Children with Cochlear Implants
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Influences on inferences : the roles of L1 transfer and L2 proficiency on L2 lexical inferencing
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The effects of exposure on L2 concord and non-concord existential there
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Children’s pointing gestures from one to four. From deictic reference to the diversification of form and function
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In: AEREF ; https://halshs.archives-ouvertes.fr/halshs-01424058 ; AEREF, Anne Salazar Orvig, Oct 2013, Paris, France (2013)
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Abstract:
International audience ; Among the conventional gestures which appear early in children’s development, pointing is observed between 9 and 12 months, shortly before first words. For Clark (1978), the first vocal demonstratives used by children follow pointing as they shift rather fluidly from pre-linguistic to linguistic communication in a sequence of stages from pointing to deictics and lexical words. According to this perspective, pointing facilitates access to the referential function. However, pointing does not totally disappear with the emergence of vocal productions (Marcos 1998). Does it qualitatively evolve, as children grow older? What is the purpose of pointing after children can manipulate complex verbal productions to mark reference?This paper explores the evolution and diversification of pointing gestures in two longitudinal follow-ups of French speaking children with their caregivers between 10 months and 4 years old. We categorized all pointing gestures of the children and the adults in order to analyze their form and function from their “pre-linguistic” to their co-verbal uses, from deictic reference to diversified functions. According to our first results, even though the increase in the two children’s use of speech over pointing gestures is spectacular, the overall quantity of pointing gestures does not decrease in our one-hour sessions. The formal components and functions of the two children’s pointing gestures diversify greatly over the course of the data. At first, pointing gestures used in isolation enable the children to attract the adult’s attention to an object present in the room. They can be interpreted as being either proto-declarative or proto-imperative. At around one year old, they are complemented by vocal productions. Around 1;06, pointing gestures are produced with deictics or nouns and clearly localize the objects shown or requested. The verbal productions simultaneous to pointing will then become more and more complex: first with predicates, then with whole utterances. At 2;00, a great transformation occurs, pointing can be totally decontextualized: the two children start pointing to absent entities. At 2;06, the two children point to several locations during narratives, enacting absent entities and placing them in the interlocutory space. From 3;00 to the end of the data, they start using pointing gestures with a whole range of diversified functions. They refer to time-spans, they indicate spatial limits or are used to modalize by attenuating or suspending the predication children are making in speech. Interestingly enough, in parallel, at the beginning of the data, very often, when the target object is out of reach, the children move towards it and create a concrete link by touching or handling it. They later refer to present objects without moving towards them by extending their arm and index in their direction. Finally they will also refer to absent or fictive objects. Thanks to the development of their motor, cognitive and representational skills, the two children progressively use more precise and formally complex as well as diversified pointing gestures that do not solely depend on the environmental context, that take on a variety of functions and are subtly connected to the ongoing dialogue.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; first language acquisition; gesture; pointing
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URL: https://halshs.archives-ouvertes.fr/halshs-01424058
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Temporalité et compétences (méta)linguistiques
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In: ISSN: 1963-1723 ; Discours - Revue de linguistique, psycholinguistique et informatique ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02402874 ; Discours - Revue de linguistique, psycholinguistique et informatique, Laboratoire LATTICE, 2013, [34 p.]. ⟨10.4000/discours.8846⟩ (2013)
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| 15 |
НЕКОТОРЫЕ ВОПРОСЫ КОММУНИКАТИВНОГО ПОДХОДА В ПРЕПОДАВАНИИ ИНОСТРАННЫХ ЯЗЫКОВ
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Михайлина, Ольга. - : Федеральное государственное казенное образовательное учреждение высшего профессионального образования «Краснодарский университет Министерства внутренних дел Российской Федерации», 2013
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ФОРМООБРАЗОВАТЕЛЬНЫЕ ГЛАГОЛЬНЫЕ ИННОВАЦИИ ОТ 2 ДО 3 ЛЕТ: ЛОНГИТЮДНОЕ ИССЛЕДОВАНИЕ
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ЕЛИСЕЕВА МАРИНА БОРИСОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Череповецкий государственный университет», 2013
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К ВОПРОСУ О ФАКТОРАХ ВЫБОРА СТРАТЕГИИ ВХОЖДЕНИЯ В ЯЗЫК
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СИЗОВА ОЛЬГА БОРИСОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Череповецкий государственный университет», 2013
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| 18 |
Методологические основы построения методической системы овладения иностранным языком на начальной ступени иноязычного образования
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НИКИТЕНКО З.Н.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2013
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Коммуникативное развитие младшего школьника в методической системе овладения иностранным языком в условиях начального иноязычного образования
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НИКИТЕНКО З.Н.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2013
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HD6330 Course Syllabus - Fall 2012 ; Seminar in Language Acquisition
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