Rules out of Roles: Differences in Play Language and Their Developmental Significance

Autor/inn/en	Kim, Yongho; Kellogg, David
Titel	Rules out of Roles: Differences in Play Language and Their Developmental Significance
Quelle	In: Applied Linguistics, 28 (2007) 1, S.25-45 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/aml047
Schlagwörter	Second Language Learning; Discourse Analysis; Language Acquisition; Linguistic Theory; Role Playing; Games; Child Language; Comparative Analysis; Grammar + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Diskursanalyse; Sprachaneignung; Spracherwerb; Linguistische Theorie; Rollenspiel; Game; Spiel; Spiele; 'Children''s language'; Kindersprache; Grammatik
Abstract	Using a discourse analytic approach from the work of Hoey (1991) and a dual processing model from Wray (2000), this paper compares the language produced by the same classes of children when they are engaged in role-play and when they are playing rule-based games. We find that role-play tends to be richer in "frozen" pair parts, where the responses are predictable, and that rule-based games are more conducive to dispreferred responses and bound exchanges. Overall, this means that role-plays appear to create "short, fat" exchanges, while rule-based games generate "tall, thin" ones. We argue the transition from discourse complexity to grammatical complexity demonstrates what Vygotsky (1978, 1987) called a zone of proximal development (ZPD), conceived of not as a mechanism for learning in general but rather as a specific link between microgenetic learning and ontogenetic development. Interpreting this cross-sectional view of the data ontogenetically not only provides an explanation for why role-play seems to be developmentally prior to rule-based games, but can also help explain how the intra-mental rules of grammar are precipitated from inter-mental relations in discourse. For children, foreign language learning allows a game-like inversion of first language acquisition processes, making rules explicit and discourse roles much less concrete. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10