Download Acquiring Pragmatics: Social and Cognitive Perspectives by Sandrine Zufferey PDF

By Sandrine Zufferey

Buying Pragmatics bargains a complete synthesis of state of the art learn at the acquisition of pragmatics. It introduces the present themes of study in theoretical pragmat- ics, and explores the problems they bring up for language acquisition learn and the hot experi- psychological designs which have been built to deal with them.
While each one bankruptcy covers one subject extensive, it additionally areas a robust emphasis at the underlying methodological elements of every factor, with the intention to aid the reader to strengthen their very own experimental designs. Key themes coated include:

the interfaces among pragmatics and language acquisition

the social elements of pragmatic competence

the cognitive features of pragmatic competence

the acquisition of pragmatics in autistic spectrum problems and moment language

Acquiring Pragmatics is vital studying for complicated undergraduate and graduate scholars learning pragmatics and language acquisition.

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Additional resources for Acquiring Pragmatics: Social and Cognitive Perspectives

Example text

According to Bloom (2000: 68), children intuitively apply the following reasoning when confronted with a new name and two possible referents for it: 1. 2. 3. 4. 5. 6. I know that a banana is called banana. If the speaker meant to refer to the banana, she would have asked me to show her the banana. But she didn’t; she used a strange word, fendle. So she must intend to refer to something other than the banana. A plausible candidate is the whisk. Fendle must refer to the whisk. In Bloom’s description, children’s referential attribution depends on their ability to (implicitly) reason about the speaker’s mental states.

Child Language: Acquisition and Development. London: Sage Publications. Searle, J. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press. Searle, J. (1975). Indirect speech acts. In P. Cole, & J. L. Morgan (eds), Syntax and Semantics 3: Speech Acts (pp. 59–82). New York: Academic Press. Searle, J. (1979). Expression and Meaning: Studies in the Theory of Speech Acts. Cambridge: Cambridge University Press. Siegal, M. & Surian, L. (2009). Conversational understanding in young children.

Pragmatic competencies influence word learning in yet another way, as children have also been found to rely on other speakers’ adherence to the maxims of quality and relation during word learning (Vázquez, Delisle & Saylor, 2012). 2). g. “I have sixty balloons” while holding only two balloons). In a second phase, children had to pair a new label, for example, ‘dake’ with one of two objects, both presented as ‘dakes’ by one of the conversation partners. The experimenter made clear to the children that both objects could not be ‘dakes’ and asked them to choose one object as the ‘dake’.

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