Chapter 1
A dialogical approach to the acquisition and usage of referring
expressions
Theoretical challenges and methodological issues
This chapter gives a general overview of the
dialogical, theoretical, and methodological framework of the studies
presented in the book, and the implications of that framework for
understanding the acquisition of referring expressions and
children’s early skills in this domain. Section 1 considers the formal aspects of
children’s acquisition of the relevant morphological paradigms
(mainly pronouns, and including fillers) in relation to certain
aspects of syntactic development. Section 2 is devoted to studies on reference and
referential strategies in children. After dealing with some
discrepant results, we focus on the dialogical foundation of
reference. As a whole, the chapter builds up a rationale for a
multidimensional approach, considering the interaction of formal and
functional factors in the acquisition of referring expressions, and,
more generally, the way meaning is constructed in socially situated
interactions driven by activities and scaffolded by adults. Section 3 presents the
methodological choices this approach entails. Section 4 introduces the issues tackled by
the nine studies presented in the book.
Article outline
- 1.Formal aspects of the acquisition of the referring
expressions: What is involved?
- 2.Reference and dialogue
- 2.1Main studies on the acquisition of reference
- 2.2Reference in dialogue
- 2.2.1The dialogical roots of reference
- 2.2.2Discourse in dialogue
- 2.2.3Reference scaffolded by dialogue
- 2.2.4Dialogue, genre, activity, and discursive
autonomy
- 2.3The need for a multidimensional dialogical
perspective
- 3.Dialogical approach: Methodological implications
- 3.1Varied corpora
- 3.2Formal and functional aspects in a multidimensional
approach
- 4.This book
-
Acknowledgements
-
Notes
-
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Cited by (1)
Cited by one other publication
Sylvestre, Audette, Mélissa Di Sante & Jean Leblond
2023.
Spoken Communicative Intents Among 3- to 4.5-Year-Old French-Speaking Children: Procedure and Data From the Early Longitudinal Language and Neglect Study.
Journal of Speech, Language, and Hearing Research 66:2
► pp. 620 ff.
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