During the language acquisition process children
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child-directed speech, we argue that children are exposed to
different models that vary according to different factors. This
chapter aims at grasping some aspects of these models, with a focus
on referring expressions. Data consists of narratives in three
interactional settings: mother-child interactions (Mother-to-Child
context), kindergarten sessions (School context), and adults telling
a story to an experimenter (Adult-to-Experimenter context). Children
were aged from 3 to 7. We compared the participants’ uses of
referring expressions in these three contexts and, in the
Mother-to-Child context, mothers interacting with a language
impaired child or not. Results show that adults’ uses of nouns and
clitic pronouns vary according to the interactional setting, and
that the uses of mothers and teachers when interacting with children
at home or in school do not correspond to those of adults in an
experimental setting.
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Cited by (7)
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da Silva-Genest, Christine, Haydée Marcos, Anne Salazar-Orvig, Stéphanie Caët & Julien Heurdier
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