By Linda Thompson (Editor)
Includes papers on the baby Language Seminar held on the collage of Durham in March 1996. The seminar inquisitive about social measurement of kid's constructing language and used to be attended by way of delegates from a number of backgrounds and pursuits, together with lecturers, linguists, psychologists, speech therapists and a couple of postgraduates. the entire papers are in keeping with empirical study. every one makes a speciality of a specific point of the kid's constructing sociolinguistic options and pragmatic competence. The ebook could be of curiosity to these drawn to kids and their language improvement.
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Additional info for Children Talking: The Development of Pragmatic Competence
Although Karen's account of events in her story (the referential function) is clear, the evaluative significance of these is more ambiguous. Is her father stupid, uncaring, or malicious? Is her mother badly treated by Karen's father, or unreasonably hysterical? There even appears to be a contradiction between the initial abstract 'We used to have this little dog like this called Tiny and my dad sold her', and the contents of the story. Children often made evaluative references back to a previous story in the subsequent conversation, and following the account about Tiny, Karen told a another story about a dog aged 15 that had survived three strokes, but was badly injured falling from an upstairs window, and had to be put down.
I remember when I was about down to my waist 15L:Someone could have given you a fishing rod and little hat and they 16 could have put you in the garden by the er 17S:[laughs] 18L:pond you know just like a gnome [laughs] 19S:[laughs] Just give me some quick freeze. Or perhaps a coat of cement 20 [laughs] 21L:Yeah. That's it 22S:And a fishing rod like that Some of the references to the children's former selves, in extracts like these, are very like the observations one would make about a third party.
Almost all the children's stories used reconstructed dialogue and as well as bringing the stories alive, these dialogues enable the narrator to play on ambiguity and explore a variety of evaluative perspectives simultaneously. In < previous page page_37 next page > < previous page page_38 next page > Page 38 reproducing the voices of different characters, children can briefly take on and try out that character's viewpoint, and in many stories this is important as children are often trying to understand the differences between opposing perspectives.