L’influence de la langue écrite au cours du développement langagier tardif

Abstract : A child entering primary school can be considered a ‘native’ speaker, capable of producing a wide range of perfectly grammatical structures. However, in order to become a ‘proficient’ speaker the child must learn to adapt language to a wider variety of communicative contexts (Berman, 2006). We propose that written language plays an important role in the passage from native to proficient speaker. We will present three studies based up two research projects undertaken with children (10, 12, 15, 16 years of age) and adults (BAC+5). The first study examines passive constructions and an alternation construction with the pronoun on. These two constructions come into competition for the same discursive function : downgrading the agent in an event. The second study will examine noun phrases, particularly noun phrases in subject position. We will show that with development subject noun phrases become heavier, containing more lexical items and a wider variety of modifiers. Finally the third study is devoted to the investigation of pauses during text production with the goal of demonstrating how on-line data can provide interesting information about how planning evolves with development.
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Harriet Jisa, Emilie Ailhaud, Florence Chenu, Audrey Mazur-Palandre. L’influence de la langue écrite au cours du développement langagier tardif. SHS Web of Conferences, EDP Sciences, 2016, 27, pp.01001. ⟨https://www.shs-conferences.org/articles/shsconf/pdf/2016/05/shsconf_cmlf2016_01001.pdf⟩. ⟨10.1051/shsconf/20162701001⟩. ⟨halshs-01942576⟩



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