Conversation and Language Acquisition: A Pragmatic Approach

Autor/in	Clark, Eve V.
Titel	Conversation and Language Acquisition: A Pragmatic Approach
Quelle	In: Language Learning and Development, 14 (2018) 3, S.170-185 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2017.1340843
Schlagwörter	Pragmatics; Feedback (Response); Syntax; Semantics; Language Usage; Language Acquisition; Interpersonal Communication; Linguistic Input; Social Class; Adults; Children; Error Correction; Cooperation; Cultural Influences; Vocabulary Development + Suchen Sie Ihr Suchwort? Pragmalinguistik; Semantik; Sprachgebrauch; Sprachaneignung; Spracherwerb; Interpersonale Kommunikation; Sprachbildung; Social classes; Soziale Klasse; Child; Kind; Kinder; Korrektur; Co-operation; Kooperation; Cultural influence; Kultureinfluss; Wortschatzarbeit
Abstract	Children acquire language in conversation. This is where they are exposed to the community language by more expert speakers. This exposure is effectively governed by adult reliance on pragmatic principles in conversation: Cooperation, Conventionality, and Contrast. All three play a central role in speakers' use of language for communication in conversation. Exposure to language alone, however, is not enough for learning. Children need to practice what they hear, and take account of feedback on their usage. Research shows that adults offer feedback with considerable frequency when young children make errors, whether in pronunciation (phonology), in word-from (morphology), in word choice (lexicon), or in constructions (syntax). Adults also offer children new words for objects, actions, and relations. And, along with new labels for such categories, they also provide supplementary information about the referents of new words--information about parts, properties, characteristic sounds, motion, and function, as well as about related neighboring objects, actions, and relations. All this helps children build up and organize semantic domains as they learn more words and more language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01