05738nam 2200697 450 991081105540332120230803221644.090-272-6925-4(CKB)2550000001331914(EBL)1744747(SSID)ssj0001262088(PQKBManifestationID)12540826(PQKBTitleCode)TC0001262088(PQKBWorkID)11210190(PQKB)11471534(MiAaPQ)EBC1744747(Au-PeEL)EBL1744747(CaPaEBR)ebr10896756(CaONFJC)MIL629010(OCoLC)887802632(EXLCZ)99255000000133191420140730h20142014 uy 0engur|n|---|||||txtccrLanguage in interaction studies in honor of Eve V. Clark /edited by Inbal Arnon [and three others]Amsterdam, Netherlands ;Philadelphia, Pennsylvania :John Benjamins Publishing Company,2014.©20141 online resource (370 p.)Trends in Language Acquisition Research,1569-0644 ;Volume 12Description based upon print version of record.90-272-4401-4 1-306-97759-2 Includes bibliographical references at the end of each chapters and index.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 skillsLearning 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 measures3. 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 partnersInformation 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 ; ReferencesPart 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 childrenShared attention, gaze and pointing in two longitudinal follow-upsIt 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 speTrends in language acquisition research ;Volume 12.Language acquisitionIntercultural communicationPsychological aspectsInterpersonal communicationPsychological aspectsPsycholinguisticsLanguage acquisition.Intercultural communicationPsychological aspects.Interpersonal communicationPsychological aspects.Psycholinguistics.418.0071Arnon InbalMiAaPQMiAaPQMiAaPQBOOK9910811055403321Language in interaction4087261UNINA