By Sandrine Zufferey
Buying Pragmatics deals a complete synthesis of cutting-edge learn at the acquisition of pragmatics. It introduces the present subject matters of study in theoretical pragmat- ics, and explores the problems they elevate for language acquisition study and the hot experi- psychological designs which have been constructed to handle them.
While every one bankruptcy covers one subject intensive, it additionally areas a robust emphasis at the underlying methodological facets of every factor, for you to aid the reader to enhance their very own experimental designs. Key issues coated include:
the interfaces among pragmatics and language acquisition
the social features of pragmatic competence
the cognitive facets of pragmatic competence
the acquisition of pragmatics in autistic spectrum issues and moment language
Acquiring Pragmatics is essential examining for complicated undergraduate and graduate scholars learning pragmatics and language acquisition.
Read or Download Acquiring Pragmatics: Social and Cognitive Perspectives PDF
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Extra resources for Acquiring Pragmatics: Social and Cognitive Perspectives
1995). Mindblindness: An Essay on Autism and Theory of Mind. Cambridge, MA: MIT Press. , & Crowson, M. (1997). Do children with autism use the speaker’s direction of gaze strategy to crack the code of language? Child Development, 68, 48–57. Benedict, H. (1979). Early lexical development: comprehension and production. Journal of Child Language, 6(2), 183–200. , & Chaminaud, S. (2007). Nonliteral language forms in children: in what order are they acquired in pragmatics and metapragmatics? Journal of Pragmatics, 39, 2115–2132.
Why did the mouse fall asleep? These questions have the advantage of being easier for children to understand than metalinguistic questions, but they cannot be applied to all pragmatic phenomena. In many cases, comprehension and metalinguistic questions can also be combined to get a fine-grained picture of comprehension. In both cases, care must be taken with the formulation of test questions and with the pragmatic context set by the task, as children have been found to adequately report their ignorance to unanswerable questions by ‘I don’t know’ more often in a context when the experimenter was ignorant of the answer and when the question was phrased with wh- rather than yes/no questions (Waterman, Blades & Spencer, 2004).
McKee, & H. Smith Cairns (eds), Methods for Assessing Children’s Syntax (pp. 211–232). Cambridge, MA: MIT Press. , & Meroni, L. (2005). Why children and adults sometimes (but not always) compute implicatures. Language and Cognitive Processes, 20(5), 667–696. Hale, C. & Tager-Flusberg, H. (2003). The influence of language on theory of mind: a training study. Developmental Science, 6, 346–359. Hendriks, P. & Koster, C. (2010). Production/comprehension asymmetries in language acquisition. Lingua, 120(8), 1887–1897.