LEADER 05738nam 2200697 450 001 9910811055403321 005 20230803221644.0 010 $a90-272-6925-4 035 $a(CKB)2550000001331914 035 $a(EBL)1744747 035 $a(SSID)ssj0001262088 035 $a(PQKBManifestationID)12540826 035 $a(PQKBTitleCode)TC0001262088 035 $a(PQKBWorkID)11210190 035 $a(PQKB)11471534 035 $a(MiAaPQ)EBC1744747 035 $a(Au-PeEL)EBL1744747 035 $a(CaPaEBR)ebr10896756 035 $a(CaONFJC)MIL629010 035 $a(OCoLC)887802632 035 $a(EXLCZ)992550000001331914 100 $a20140730h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLanguage in interaction $estudies in honor of Eve V. Clark /$fedited by Inbal Arnon [and three others] 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (370 p.) 225 1 $aTrends in Language Acquisition Research,$x1569-0644 ;$vVolume 12 300 $aDescription based upon print version of record. 311 $a90-272-4401-4 311 $a1-306-97759-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aLanguage 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 327 $aLearning 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 327 $a3. 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 327 $aInformation 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 327 $aPart 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 327 $aShared attention, gaze and pointing in two longitudinal follow-ups 330 $aIt is generally assumed that adults learn how to talk with children in a special style called child-directed speech. But this cannot be the whole story. Each child's ability to speak and understand is a moving target, changing yearly, weekly, even daily. How could adults adapt to these changes? Evidence shows that in conversation both adults and children try to establish, as they go along, the mutual belief that they have understood each other well enough for current purposes. It is this process, called grounding, that allows adults to infer the child's current abilities and to adapt their spe 410 0$aTrends in language acquisition research ;$vVolume 12. 606 $aLanguage acquisition 606 $aIntercultural communication$xPsychological aspects 606 $aInterpersonal communication$xPsychological aspects 606 $aPsycholinguistics 615 0$aLanguage acquisition. 615 0$aIntercultural communication$xPsychological aspects. 615 0$aInterpersonal communication$xPsychological aspects. 615 0$aPsycholinguistics. 676 $a418.0071 702 $aArnon$b Inbal 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811055403321 996 $aLanguage in interaction$94087261 997 $aUNINA