Language in interaction :: studies in honor of Eve V. Clark /
It is generally assumed that adults learn how to talk with children in a special style called child-directed speech. But this cannot be the whole story. Each child's ability to speak and understand is a moving target, changing yearly, weekly, even daily. How could adults adapt to these changes?...
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2014]
|
| Schriftenreihe: | Trends in language acquisition research ;
v. 12. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | It is generally assumed that adults learn how to talk with children in a special style called child-directed speech. But this cannot be the whole story. Each child's ability to speak and understand is a moving target, changing yearly, weekly, even daily. How could adults adapt to these changes? Evidence shows that in conversation both adults and children try to establish, as they go along, the mutual belief that they have understood each other well enough for current purposes. It is this process, called grounding, that allows adults to infer the child's current abilities and to adapt their spe. |
| Beschreibung: | 1 online resource (xi, 358 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027269256 9027269254 1306977592 9781306977593 |
| ISSN: | 1569-0644 ; |
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| 245 | 0 | 0 | |a Language in interaction : |b studies in honor of Eve V. Clark / |c edited by Inbal Arnon, Hebrew University, Jerusalem ; Marisa Casillas, Max Planck Institute for Psycholinguistics, Nijmegen ; Chigusa Kurumada, University of Rochester ; Bruno Estigarribia, University of North Carolina at Chapel Hill. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2014] | |
| 300 | |a 1 online resource (xi, 358 pages) : |b illustrations | ||
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| 490 | 1 | |a Trends in language acquisition research, |x 1569-0644 ; |v volume 12 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a It is generally assumed that adults learn how to talk with children in a special style called child-directed speech. But this cannot be the whole story. Each child's ability to speak and understand is a moving target, changing yearly, weekly, even daily. How could adults adapt to these changes? Evidence shows that in conversation both adults and children try to establish, as they go along, the mutual belief that they have understood each other well enough for current purposes. It is this process, called grounding, that allows adults to infer the child's current abilities and to adapt their spe. | ||
| 505 | 0 | |a Language in Interaction; Editorial page ; Title page ; LCC data ; Table of contents ; Acknowledgements ; List of contributors ; Introduction: Language acquisition in interaction ; References ; Part 1. The social and interactional nature of language input (five papers); Conversational input to bilingual children ; Conditions of child first language acquisition ; First language success ; Bilingual development ; Factors in successful child bilingualism ; Age and stage in BFLA ; Contexts for learning ; Instructional exchanges ; Bilingualism in the home ; Contrasts of setting ; Pragmatic skills. | |
| 505 | 8 | |a Learning conversational discourse Speech acts ; Meaningful code-switching ; Speech event structure ; Summary ; References ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; 1. Sources of variability in children's language learning ; 2. What is processing efficiency? And why does it matter? ; What is fluency in understanding? ; Stability and predictive validity of online processing measures. | |
| 505 | 8 | |a 3. SES-differences in language processing skill 4. Where do these differences come from? ; 5. Conclusions ; References ; The interactional context of language learning in Tzeltal ; Introduction ; Word learning in a pragmatic context ; Tzeltal caregiver-child interactions ; Prelinguistic babies (age 0; 9 -- 1; 5): The many functions of 'eh' and 'hm' ; Beginning to speak (age 1; 6 -- 2; 6) ; Discussion ; References ; Conversation and language acquisition ; The unique properties of conversational exchanges ; Motivation to communicate ; Information about partners. | |
| 505 | 8 | |a Information about language meaning and structure Information about language use ; The emergence of new joint events ; The effects of conversational exchanges ; Immediate effects: Continuing the topic of the conversation ; Immediate effects: Increased matching ; Long-term effects of conversational exchanges ; Child-directed speech and conversational exchanges ; Concluding remarks ; References ; Taking the floor on time ; Introduction ; Turn timing ; Marking delays in children's conversation ; Delay marking at home ; General discussion ; References. | |
| 505 | 8 | |a Part 2. The role of paralinguistic information in language learning (three papers)Temporal synchrony in early multi-modal communication ; A personal note ; Introduction ; Stages of gesture-speech development ; Data ; Participants ; Data analysis ; Synchronization ; The findings ; Brailey ; Caitlin ; Chera ; Fiona ; Lette ; Implications of gesture-word synchrony ; Concluding remarks ; References ; Shared attention, gaze and pointing gestures in hearing and deaf children ; A personal note ; Introduction ; Gaze in hearing and deaf children ; Pointing in hearing and deaf children. | |
| 650 | 0 | |a Language acquisition. |0 http://id.loc.gov/authorities/subjects/sh85074511 | |
| 650 | 0 | |a Intercultural communication |x Psychological aspects. | |
| 650 | 0 | |a Interpersonal communication |x Psychological aspects. | |
| 650 | 0 | |a Psycholinguistics. |0 http://id.loc.gov/authorities/subjects/sh85108432 | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 6 | |a Communication interpersonnelle |x Aspect psychologique. | |
| 650 | 6 | |a Psycholinguistique. | |
| 650 | 7 | |a psycholinguistics. |2 aat | |
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| 650 | 7 | |a Language acquisition |2 fast | |
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| 655 | 7 | |a Festschriften |2 fast | |
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| 700 | 1 | |a Arnon, Inbal, |e editor. | |
| 700 | 1 | |a Casillas, Marisa, |e editor. | |
| 700 | 1 | |a Kurumada, Chigusa, |e editor. | |
| 700 | 1 | |a Estigarribia, Bruno, |e editor. | |
| 700 | 1 | |a Clark, Eve V., |e honouree. | |
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| 830 | 0 | |a Trends in language acquisition research ; |v v. 12. |x 1569-0644 |0 http://id.loc.gov/authorities/names/n2001024798 | |
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| contents | Language in Interaction; Editorial page ; Title page ; LCC data ; Table of contents ; Acknowledgements ; List of contributors ; Introduction: Language acquisition in interaction ; References ; Part 1. The social and interactional nature of language input (five papers); Conversational input to bilingual children ; Conditions of child first language acquisition ; First language success ; Bilingual development ; Factors in successful child bilingualism ; Age and stage in BFLA ; Contexts for learning ; Instructional exchanges ; Bilingualism in the home ; Contrasts of setting ; Pragmatic skills. Learning conversational discourse Speech acts ; Meaningful code-switching ; Speech event structure ; Summary ; References ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; 1. Sources of variability in children's language learning ; 2. What is processing efficiency? And why does it matter? ; What is fluency in understanding? ; Stability and predictive validity of online processing measures. 3. SES-differences in language processing skill 4. Where do these differences come from? ; 5. Conclusions ; References ; The interactional context of language learning in Tzeltal ; Introduction ; Word learning in a pragmatic context ; Tzeltal caregiver-child interactions ; Prelinguistic babies (age 0; 9 -- 1; 5): The many functions of 'eh' and 'hm' ; Beginning to speak (age 1; 6 -- 2; 6) ; Discussion ; References ; Conversation and language acquisition ; The unique properties of conversational exchanges ; Motivation to communicate ; Information about partners. Information about language meaning and structure Information about language use ; The emergence of new joint events ; The effects of conversational exchanges ; Immediate effects: Continuing the topic of the conversation ; Immediate effects: Increased matching ; Long-term effects of conversational exchanges ; Child-directed speech and conversational exchanges ; Concluding remarks ; References ; Taking the floor on time ; Introduction ; Turn timing ; Marking delays in children's conversation ; Delay marking at home ; General discussion ; References. Part 2. The role of paralinguistic information in language learning (three papers)Temporal synchrony in early multi-modal communication ; A personal note ; Introduction ; Stages of gesture-speech development ; Data ; Participants ; Data analysis ; Synchronization ; The findings ; Brailey ; Caitlin ; Chera ; Fiona ; Lette ; Implications of gesture-word synchrony ; Concluding remarks ; References ; Shared attention, gaze and pointing gestures in hearing and deaf children ; A personal note ; Introduction ; Gaze in hearing and deaf children ; Pointing in hearing and deaf children. |
| ctrlnum | (OCoLC)887802632 |
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| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
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| genre | Festschriften fast Festschriften. lcgft http://id.loc.gov/authorities/genreForms/gf2016026082 |
| genre_facet | Festschriften Festschriften. |
| id | ZDB-4-EBA-ocn887802632 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:26:08Z |
| institution | BVB |
| isbn | 9789027269256 9027269254 1306977592 9781306977593 |
| issn | 1569-0644 ; |
| language | English |
| oclc_num | 887802632 |
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| physical | 1 online resource (xi, 358 pages) : illustrations |
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| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Trends in language acquisition research ; |
| series2 | Trends in language acquisition research, |
| spelling | Language in interaction : studies in honor of Eve V. Clark / edited by Inbal Arnon, Hebrew University, Jerusalem ; Marisa Casillas, Max Planck Institute for Psycholinguistics, Nijmegen ; Chigusa Kurumada, University of Rochester ; Bruno Estigarribia, University of North Carolina at Chapel Hill. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2014] 1 online resource (xi, 358 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Trends in language acquisition research, 1569-0644 ; volume 12 Includes bibliographical references and index. Print version record. It is generally assumed that adults learn how to talk with children in a special style called child-directed speech. But this cannot be the whole story. Each child's ability to speak and understand is a moving target, changing yearly, weekly, even daily. How could adults adapt to these changes? Evidence shows that in conversation both adults and children try to establish, as they go along, the mutual belief that they have understood each other well enough for current purposes. It is this process, called grounding, that allows adults to infer the child's current abilities and to adapt their spe. Language in Interaction; Editorial page ; Title page ; LCC data ; Table of contents ; Acknowledgements ; List of contributors ; Introduction: Language acquisition in interaction ; References ; Part 1. The social and interactional nature of language input (five papers); Conversational input to bilingual children ; Conditions of child first language acquisition ; First language success ; Bilingual development ; Factors in successful child bilingualism ; Age and stage in BFLA ; Contexts for learning ; Instructional exchanges ; Bilingualism in the home ; Contrasts of setting ; Pragmatic skills. Learning conversational discourse Speech acts ; Meaningful code-switching ; Speech event structure ; Summary ; References ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; 1. Sources of variability in children's language learning ; 2. What is processing efficiency? And why does it matter? ; What is fluency in understanding? ; Stability and predictive validity of online processing measures. 3. SES-differences in language processing skill 4. Where do these differences come from? ; 5. Conclusions ; References ; The interactional context of language learning in Tzeltal ; Introduction ; Word learning in a pragmatic context ; Tzeltal caregiver-child interactions ; Prelinguistic babies (age 0; 9 -- 1; 5): The many functions of 'eh' and 'hm' ; Beginning to speak (age 1; 6 -- 2; 6) ; Discussion ; References ; Conversation and language acquisition ; The unique properties of conversational exchanges ; Motivation to communicate ; Information about partners. Information about language meaning and structure Information about language use ; The emergence of new joint events ; The effects of conversational exchanges ; Immediate effects: Continuing the topic of the conversation ; Immediate effects: Increased matching ; Long-term effects of conversational exchanges ; Child-directed speech and conversational exchanges ; Concluding remarks ; References ; Taking the floor on time ; Introduction ; Turn timing ; Marking delays in children's conversation ; Delay marking at home ; General discussion ; References. Part 2. The role of paralinguistic information in language learning (three papers)Temporal synchrony in early multi-modal communication ; A personal note ; Introduction ; Stages of gesture-speech development ; Data ; Participants ; Data analysis ; Synchronization ; The findings ; Brailey ; Caitlin ; Chera ; Fiona ; Lette ; Implications of gesture-word synchrony ; Concluding remarks ; References ; Shared attention, gaze and pointing gestures in hearing and deaf children ; A personal note ; Introduction ; Gaze in hearing and deaf children ; Pointing in hearing and deaf children. Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Intercultural communication Psychological aspects. Interpersonal communication Psychological aspects. Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Langage Acquisition. Communication interpersonnelle Aspect psychologique. Psycholinguistique. psycholinguistics. aat FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Intercultural communication Psychological aspects fast Interpersonal communication Psychological aspects fast Language acquisition fast Psycholinguistics fast Festschriften fast Festschriften. lcgft http://id.loc.gov/authorities/genreForms/gf2016026082 Arnon, Inbal, editor. Casillas, Marisa, editor. Kurumada, Chigusa, editor. Estigarribia, Bruno, editor. Clark, Eve V., honouree. Print version: Language in interaction 9789027244017 (DLC) 2014028444 (OCoLC)883903829 Trends in language acquisition research ; v. 12. 1569-0644 http://id.loc.gov/authorities/names/n2001024798 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=815368 Volltext |
| spellingShingle | Language in interaction : studies in honor of Eve V. Clark / Trends in language acquisition research ; Language in Interaction; Editorial page ; Title page ; LCC data ; Table of contents ; Acknowledgements ; List of contributors ; Introduction: Language acquisition in interaction ; References ; Part 1. The social and interactional nature of language input (five papers); Conversational input to bilingual children ; Conditions of child first language acquisition ; First language success ; Bilingual development ; Factors in successful child bilingualism ; Age and stage in BFLA ; Contexts for learning ; Instructional exchanges ; Bilingualism in the home ; Contrasts of setting ; Pragmatic skills. Learning conversational discourse Speech acts ; Meaningful code-switching ; Speech event structure ; Summary ; References ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; Social environments shape children's language experiences, strengthening language processing and building vocabulary ; 1. Sources of variability in children's language learning ; 2. What is processing efficiency? And why does it matter? ; What is fluency in understanding? ; Stability and predictive validity of online processing measures. 3. SES-differences in language processing skill 4. Where do these differences come from? ; 5. Conclusions ; References ; The interactional context of language learning in Tzeltal ; Introduction ; Word learning in a pragmatic context ; Tzeltal caregiver-child interactions ; Prelinguistic babies (age 0; 9 -- 1; 5): The many functions of 'eh' and 'hm' ; Beginning to speak (age 1; 6 -- 2; 6) ; Discussion ; References ; Conversation and language acquisition ; The unique properties of conversational exchanges ; Motivation to communicate ; Information about partners. Information about language meaning and structure Information about language use ; The emergence of new joint events ; The effects of conversational exchanges ; Immediate effects: Continuing the topic of the conversation ; Immediate effects: Increased matching ; Long-term effects of conversational exchanges ; Child-directed speech and conversational exchanges ; Concluding remarks ; References ; Taking the floor on time ; Introduction ; Turn timing ; Marking delays in children's conversation ; Delay marking at home ; General discussion ; References. Part 2. The role of paralinguistic information in language learning (three papers)Temporal synchrony in early multi-modal communication ; A personal note ; Introduction ; Stages of gesture-speech development ; Data ; Participants ; Data analysis ; Synchronization ; The findings ; Brailey ; Caitlin ; Chera ; Fiona ; Lette ; Implications of gesture-word synchrony ; Concluding remarks ; References ; Shared attention, gaze and pointing gestures in hearing and deaf children ; A personal note ; Introduction ; Gaze in hearing and deaf children ; Pointing in hearing and deaf children. Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Intercultural communication Psychological aspects. Interpersonal communication Psychological aspects. Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Langage Acquisition. Communication interpersonnelle Aspect psychologique. Psycholinguistique. psycholinguistics. aat FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Intercultural communication Psychological aspects fast Interpersonal communication Psychological aspects fast Language acquisition fast Psycholinguistics fast |
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| title | Language in interaction : studies in honor of Eve V. Clark / |
| title_auth | Language in interaction : studies in honor of Eve V. Clark / |
| title_exact_search | Language in interaction : studies in honor of Eve V. Clark / |
| title_full | Language in interaction : studies in honor of Eve V. Clark / edited by Inbal Arnon, Hebrew University, Jerusalem ; Marisa Casillas, Max Planck Institute for Psycholinguistics, Nijmegen ; Chigusa Kurumada, University of Rochester ; Bruno Estigarribia, University of North Carolina at Chapel Hill. |
| title_fullStr | Language in interaction : studies in honor of Eve V. Clark / edited by Inbal Arnon, Hebrew University, Jerusalem ; Marisa Casillas, Max Planck Institute for Psycholinguistics, Nijmegen ; Chigusa Kurumada, University of Rochester ; Bruno Estigarribia, University of North Carolina at Chapel Hill. |
| title_full_unstemmed | Language in interaction : studies in honor of Eve V. Clark / edited by Inbal Arnon, Hebrew University, Jerusalem ; Marisa Casillas, Max Planck Institute for Psycholinguistics, Nijmegen ; Chigusa Kurumada, University of Rochester ; Bruno Estigarribia, University of North Carolina at Chapel Hill. |
| title_short | Language in interaction : |
| title_sort | language in interaction studies in honor of eve v clark |
| title_sub | studies in honor of Eve V. Clark / |
| topic | Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Intercultural communication Psychological aspects. Interpersonal communication Psychological aspects. Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Langage Acquisition. Communication interpersonnelle Aspect psychologique. Psycholinguistique. psycholinguistics. aat FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Intercultural communication Psychological aspects fast Interpersonal communication Psychological aspects fast Language acquisition fast Psycholinguistics fast |
| topic_facet | Language acquisition. Intercultural communication Psychological aspects. Interpersonal communication Psychological aspects. Psycholinguistics. Langage Acquisition. Communication interpersonnelle Aspect psychologique. Psycholinguistique. psycholinguistics. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Intercultural communication Psychological aspects Interpersonal communication Psychological aspects Language acquisition Psycholinguistics Festschriften Festschriften. |
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