The discourse basis of the Korean copula construction in acquisition
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Patricia M. Clancy
Abstract
This chapter examines the discourse foundations of the Korean copula construction as it is acquired by two young children in interaction with their mothers. The findings suggest that the construction develops through gradual generalization of an initially limited set of context-specific structural schemas, and that it is profoundly sensitive to discourse factors throughout the course of development. From the outset, the realization and form of the construction’s components are shaped by the functions it serves (e.g., labeling vs. describing), the discourse-pragmatic properties of referents (e.g., given vs. new information), the interactional roles of participants (e.g., questioner vs. respondent), and the ideologies (e.g., child as conversational partner, mother as tutor and playmate) that motivate particular types of caregiver-child activities and talk.
Abstract
This chapter examines the discourse foundations of the Korean copula construction as it is acquired by two young children in interaction with their mothers. The findings suggest that the construction develops through gradual generalization of an initially limited set of context-specific structural schemas, and that it is profoundly sensitive to discourse factors throughout the course of development. From the outset, the realization and form of the construction’s components are shaped by the functions it serves (e.g., labeling vs. describing), the discourse-pragmatic properties of referents (e.g., given vs. new information), the interactional roles of participants (e.g., questioner vs. respondent), and the ideologies (e.g., child as conversational partner, mother as tutor and playmate) that motivate particular types of caregiver-child activities and talk.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- List of contributors ix
- introduction Language acquisition in interaction 1
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Part 1. The social and interactional nature of language input (five papers)
- Conversational input to bilingual children 13
- Social environments shape children’s language experiences, strengthening language processing and building vocabulary 29
- The interactional context of language learning in Tzeltal 51
- Conversation and language acquisition 83
- Taking the floor on time 101
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Part 2. The role of paralinguistic information in language learning (three papers)
- Temporal synchrony in early multi-modal communication 117
- Shared attention, gaze and pointing gestures in hearing and deaf children 139
- How gesture helps children learn language 157
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Part 3. Pragmatic forces in language learning (six papers)
- Referential pacts in child language development 175
- “We call it as puppy” 191
- Learning words through probabilistic inferences about speakers’ communicative intentions 207
- Word order as a structural cue and word reordering as an interactional process in early language acquisition 231
- The discourse basis of the Korean copula construction in acquisition 251
- Emergent clause-combining in adult-child interactional contexts 281
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Part 4. Interactional effects on language structure and use (three papers)
- Analytic and holistic processing in the development of constructions 303
- From speech with others to speech for self 315
- How to talk with children 333
- Index 353
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- List of contributors ix
- introduction Language acquisition in interaction 1
-
Part 1. The social and interactional nature of language input (five papers)
- Conversational input to bilingual children 13
- Social environments shape children’s language experiences, strengthening language processing and building vocabulary 29
- The interactional context of language learning in Tzeltal 51
- Conversation and language acquisition 83
- Taking the floor on time 101
-
Part 2. The role of paralinguistic information in language learning (three papers)
- Temporal synchrony in early multi-modal communication 117
- Shared attention, gaze and pointing gestures in hearing and deaf children 139
- How gesture helps children learn language 157
-
Part 3. Pragmatic forces in language learning (six papers)
- Referential pacts in child language development 175
- “We call it as puppy” 191
- Learning words through probabilistic inferences about speakers’ communicative intentions 207
- Word order as a structural cue and word reordering as an interactional process in early language acquisition 231
- The discourse basis of the Korean copula construction in acquisition 251
- Emergent clause-combining in adult-child interactional contexts 281
-
Part 4. Interactional effects on language structure and use (three papers)
- Analytic and holistic processing in the development of constructions 303
- From speech with others to speech for self 315
- How to talk with children 333
- Index 353
