The blossoming of Child Language and Multimodal Analyses ...
Transcript of The blossoming of Child Language and Multimodal Analyses ...
![Page 1: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/1.jpg)
From buds to flowers The blossoming of
Child Language and Multimodal Analyses
Aliyah Morgenstern Université Sorbonne Nouvelle – Paris 3
Stéphanie Caët, Marie Collombel,
Christophe Parisse, Martine Sekali, Naomi Yamagushi
And special thanks to Brian MacWhinney
![Page 2: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/2.jpg)
2!
![Page 3: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/3.jpg)
CORPUS
Longitudinal follow-ups 0 to 7
transcribed, linked, on line
Pluridisciplinary
team (linguists, psychologists,
speech-therapists,
anthropologists, artists) Prosody
Pragmatics
Phonology
Gesture
Discourse
Morpho-syntax Cognition
Linguistic development
+ + Multi-modal analyses
![Page 4: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/4.jpg)
Fillers, tenses, prep, negation, repairs, verbal constructions
Pointings, fillers, tenses, argumentation, prepositions, pers ref
Pointing, personal reference
Fillers, Nouns/verbs
Fillers, gender, humor repairs, possessives
0 5 28
Fillers, development of consonnantal inventory
Anaé
Madeleine
Charlotte
Antoine
Théophile
Adrien
![Page 5: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/5.jpg)
Number of pointing gestures per one hour session
!"
0
20
40
60
80
100
120
140
nu
mb
er
of
po
inti
ng
ges
ture
s
Age
Charlotte
Madeleine
Illana
![Page 6: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/6.jpg)
#"
![Page 7: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/7.jpg)
Number of pointing gestures towards an animate referent
per one hour session
$"
0
5
10
15
20
25
30
35
40
45
0;08 0;09 0;10 0;11 1;00 1;01 1;02 1;03 1;04 1;05 1;07 1;09
nb
Age
Madeleine
Charlotte
Illana
![Page 8: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/8.jpg)
Method
PHON
ELAN
CLAN
PRAAT
EXCEL
![Page 9: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/9.jpg)
Data in PHON
Recorded by Martine Sekali
Paris corpus (CHILDES)
Recorded by Naomi Yamagushi
(PhonBank)
![Page 10: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/10.jpg)
10!
I.! Repairs
OUTLINE
II.! Links to phonological development?
III.! From phonology to syntax ?
![Page 11: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/11.jpg)
11!
Children’s
« errors »
« Barbarisms » (Egger, 1879)
« Incorrect forms » (Buhler 1926)
« Systematic transitory patterns » (Cohen 1924)
« Emergent categories » (Clark 2001)
![Page 12: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/12.jpg)
12!
I. Repairs
![Page 13: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/13.jpg)
13!
Attempt at a definition
R Reformulation …
Rectification …
Repair …
Target OR
meaning
and/or form
=
OTHER
SELF
![Page 14: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/14.jpg)
14!
Example of a
repair sequence (1;9)
![Page 15: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/15.jpg)
15!
Understanding
what the child takes into account (Morgenstern, Leroy, Caët, in press)
Retracing the acquisition
of linguistic and interactional rules
(Clark 1993; Clark & Chouinard 2000,
Chouinard & Clark 2003; Forrester 2008)
Understanding
the parents’ representations of
their child’s linguistic, discursive and cognitive abilities
Why investigate Repair sequences?
![Page 16: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/16.jpg)
16!
The linguistic levels involved
in repair sequences
Data, coding and quantitative analyses
%&'(")*+,&"*'"-,./"&,012&3"
![Page 17: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/17.jpg)
17!
Théophile
0;7 to 5;00
Madeleine
0;10 to 5;00 Anaé
0;3 to 4;00
Three longitudinal corpora
![Page 18: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/18.jpg)
18!
Child as landmark
Adult as landmark
Miam miam
C’est bon
C’est délicieux
Théophile
Anaé
Madeleine
Different landmarks
![Page 19: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/19.jpg)
19!
Mean Length of Utterance according to age
![Page 20: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/20.jpg)
20!
Total number of words (tokens)
![Page 21: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/21.jpg)
21!
Number of different words (types)
![Page 22: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/22.jpg)
22!
Self repairs
Elicited
repairs
Spontaneous
repairs
Other repairs
Direct
repairs
Indirect
repairs
Phonological
Morpho-syntactic
Semantic
Pragmatic
Linguistic levels Taken up Not taken
up
Coding
![Page 23: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/23.jpg)
!"#$%$&'$()*+,(-((
*CHI: un aut(re), un balai
another broom
*MOT: ça c’est une pelle
that’s a spade
%rep: direct other-repair at the lexical level, taken up by the child
(D OR L T)
*CHI: pelle
spade
!"#$%$&'$()*+,(-(
*CHI: (v)eux Chachance !
want Mump
*MOT: comment ?
pardon ?
*CHI: elle est là Achance .
Emp is here
%rep: elicited self-repair involving phonology and morphosyntax
(E SR PM)
Examples
![Page 24: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/24.jpg)
24!
%
Proportion of repairs according to age
Quantitative analyses (1)
![Page 25: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/25.jpg)
25!
Proportion of repairs according to MLU
Quantitative analyses (2)
![Page 26: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/26.jpg)
26!
From other- to self-repairs
![Page 27: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/27.jpg)
27!
0%
20%
40%
60%
80%
100%
1-1,5
1,5-2
2-2,5
2,5-3
1-1,5
1,5-2
2-2,5
2,5-3
1-1,5
1,5-2
2-2,5
2,5-3
3-3,5
Théo Anaé Mad
Self-repairs
Other-repairs
Proportion of other and self repairs in the data
THEOPHILE ANAE MADELEINE
![Page 28: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/28.jpg)
28!
!"#$%$&'$(.*+/-((
0&1$23(435$161$7"&18(3"9$'(:7(;<(35$(25&%#"
45)67""*8,3"92,:";1:3"*,3"<+1=33=&,3">"?'"@'=&"3+',3"/,,."A'';>"
4BCD7""""'=2E"@,3"
4BCD7"""F812"G,3*">",3">H"92,:E""6+,@"/,,.3"A'';"
45)67""!"#$%&'%()*(%!*'#$""I,..J"*+,@"/,,."A'';E"
4BCD7""""&'%()*(%!*'#$%+,'-%.''/%0""1$%
!"#$%$&'$()*+,(-((
='#&1$23(435$161$7"&18(3"9$'(:7(;<(35$(25&%#"
4BCD7"",":,:!*","313,3"
45)67";,3".=:,K,3"'L"M1>"2,'3'%1"%-")%(''%0/4(('(5"
4BCD7""'%#-#!6%'%/4%6,'%04(('(%43'%6,'3'$%
From other to self-repairs 1) Adult targets provided by the child
![Page 29: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/29.jpg)
29!
!"#$%$&'$(.*+/(-((
>4%%&2&3"?4'(4@(A$%@61$7"&1(B&35(714'4:'"
4BCD7"<N,3*"0'=&"<.'<+,&".,3"<.'<+,3E"D*N3"*'"9,.."*+,"9,..3E"
45)67"7")3%8)"*%5%+"%2,465"
4BCD7"0'=&"3'::,&".,3"<.'<+,3E"6'"&2:A"*+,"9,..3E"
!"#$%$&'$()*+,(-((
C%&2&3"?4'(4@(A$%@61$7"&1(B&35('$D"?4'
*MOT: Et celui-là il est…and this one is…
*CHI: ++jaune. yellow
*MOT: hum, pas tout à fait. Hem, not exactly *CHI: 0.
*MOT: orange. orange *CHI: orange. orange
From other to self-repairs 2) Self-repairs elicited
![Page 30: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/30.jpg)
30!
From other to self-repairs 2) Self-repairs elicited
![Page 31: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/31.jpg)
31!
!"#$%$&'$(.*))(-((
>74'3"'$4:A(A$%@61$7"&1
*CHI: euh toi <tu vas voir> [//] <tu vas nous
regard(er)> [//] tu vas nous [/] <nous fi(lmer)> [//] (.) tu vas nous filmer en+train+de jouer .
ehm you < you are gonna see> < you are
gonna watch> you are gonna (.) you are
gonna film us while we play.
From other to self-repairs 3) Spontaneous self-repairs
![Page 32: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/32.jpg)
32!
Linguistic levels involved in repair sequences
![Page 33: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/33.jpg)
33!
Pragmatics
Semantics
Morpho-syntax
Phonology
Insights into the parent’s representation of their child’s development
Linguistic levels involved in other-repairs FREQUENCY
![Page 34: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/34.jpg)
34!
Phonological level
Madeleine 1;09
*CHI: e nen!t""glasses
*MOT: des lunettes où ça?
glasses? Where?
*CHI: e nyn!t e la
here glasses
Lexical level
Madeleine 1;09
*CHI: un aut(re), un balai
another broom
*MOT: ça c’est une pelle
that’s a spade
*CHI: pelle
spade
Morpho-
syntactic level
Madeleine 2;04
*CHI: elle s’endorma""she fell asleep
*MOT: elle s’endormit?
*CHI: s’enRdormit""fell asleep
Pragmatic level
Madeleine 2;04
*CHI: tu peux apporter de l’eau, là comme ça je bois de l’eau là. "Can you bring water so that I drink water?"
*MOT: ah, comment est-ce qu’on dit? Oh, what do you say?
*CHI: je voudrais…I would like
Linguistic levels involved in other-repairs EXAMPLES
![Page 35: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/35.jpg)
35!
Linguistic levels involved in other-repairs EXAMPLES
![Page 36: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/36.jpg)
36!
Linguistic levels involved in self-repairs FREQUENCY
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Théo
Mad
Anaé
Théo
Mad
Anaé
Théo
Mad
Anaé
Théo
Mad
Anaé
Mad
Mad
1-1,5 1,5-2 2-2,5 2,5-3 3-4 4-5
Pragmatics
Semantics
Morpho-
syntax
Phonology
![Page 37: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/37.jpg)
37!
Example of a self-repair
O,"P,=QJ",=+J"F,"
P'=;&1J"+=(J"F,"
P'=;&123"=:,"A.1<,"
(1(1:E"
I want, hem, I will, I
would like an ice-
cream mum.
![Page 38: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/38.jpg)
38!
Conclusions
of this study
![Page 39: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/39.jpg)
39!
II. Links to phonological
development?
![Page 40: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/40.jpg)
40!
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1;06 1;09 2;01 2;04 2;07 2;11
perc
en
tag
e o
f o
ther-
rep
air
s
Age
pragmatic
semantic
morpho-
syntactical
phonological
![Page 41: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/41.jpg)
41!
Naomi Yamagushi
PhD student
Intense user of PHON
![Page 42: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/42.jpg)
42!
924! IPA Target " IPA Actual! m " m!
Tier data:
Orthography! [{ Ma<rguerite> (/) }] [Marguerite] [elle] [m'a] [donné .]!
IPA Target! [ma#$%#it] [ma#$%#it] [&l] [ma] [done]!
IPA Actual! [ma] [male#it] [&] [ma] [done]!
924! IPA Target " IPA Actual! $ " '!
Tier data:
Orthography! [{ Ma<rguerite> (/) }] [Marguerite] [elle] [m'a] [donné .]!
IPA Target! [ma#$%#it] [ma#$%#it] [&l] [ma] [done]!
IPA Actual! [ma] [male#it] [&] [ma] [done]!
924! IPA Target " IPA Actual! # " '!
Tier data:
Orthography! [{ Ma<rguerite> (/) }] [Marguerite] [elle] [m'a] [donné .]!
IPA Target! [ma#$%#it] [ma#$%#it] [&l] [ma] [done]!
IPA Actual! [ma] [male#it] [&] [ma] [done]!
Session
Paris-
Corpus_Madeleine.MADELEINE-13-2_
01_02
Inventory Result
format
All
Result Coun
t b " b! 51!l " '! 9!( " (! 36!t " t! 135!t " s! 1!# " r! 2!t " '! 2!n " l! 4!l " l! 272!n " n! 46!t " k! 2!v " '! 2!j " )! 1!d " k! 1!j " j! 8!m " '! 4!# " '! 12!$ " g! 17!m " m*!1!z " z ! 17!s " '! 3!m " m! 269!m " l! 1!d " d! 106!# " #! 47!) " )! 31!p " p! 157!$ " '! 3!( " s! 6!c " s! 84!k " k! 86!v " v! 127!s " s! 154!) " z! 4!p " '! 7!w " w! 57!
Result Listing
Record # Result format Result
Heather, Joe, Paula, Mits, Laetitia…
Playing around with Phonology
![Page 43: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/43.jpg)
43!
+ : 102/125!, : 40/46 !œ- : 52/55 !y : 53/57!ø : 15/19 !
Some vowels at 1;09
Don’t present vowel inventories to phonologists!
![Page 44: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/44.jpg)
44!
p b t d k g f v s z ! " m n # l $ j w
Mad
1;06 ok ok
(1)
ok ok ok ? (1) e/c ok(?) ok(?) ok ok
e/
c(1) ok(1)
Mad
1;09
ok
(pv) ok
ok
(sg)
ok
(sg) ok e/c
ok
(pv)
ok
(pv)
ok
(pv)? e/c? e/c? e/c?
ok
(pv)
ok
(pv)
ok
(sg)
e/c
(50%
) ok
Mad
2;01 ok ok
ok
(pv)
ok
(scg) ok
ok
(pv) ok ok ok ? ok ?
ok
(pv)
ok
(pv)
? ok ok
ok
(scg) e/c ok ok
Mad
2;04 ok ok ok
ok
(scg) ok ok ok
ok
(pv) ok ? ok ? e/c ?
ok
(pv)
? ok ok
ok
(scg) ok ok ok
Consonantal inventory, singleton + cluster, ONSET
Consonantal inventory, singleton + cluster, CODA
p b t d k g f v s z ! " m n # l $ j w
Mad
1;06
ok
(2)
ok
(1)
ok
(pv) 1/3 non non ok
Mad
1;09 ok ok
ok
(ppv)
ok
(1)
ok
(ppv) ok 1/3
ok
(pv)
ok
(pv) e/c
non
(v)
ok
(ppv) ok e/c e/c non ok
Mad
2;01 ok ok ok e/c ok
ok
(pv) ok ok
ok
(ppv) ok
ok
(ppv)
ok
(pv) ok
ok
(sg)
ok
(pv) e/c ok
Mad
2;04 ok ok
ok
(ppv) ok ok
ok
(2)
ok
(ppv)
ok
(ppv)
ok
(ppv) ok ok ok ok
ok
(psg)
ok
(pv) e/c ok
Questions Mits’s answers!!!!
![Page 45: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/45.jpg)
45!
Clusters, ONSET
Mad 1;06 Mad 1;09 Mad 2;01 Mad 2;04
bl ok ok ok
b$ non: b ok
dl (C+A) non: l, n e/c
d$ non: d ok
fl e/c ok
f$ non: fw ok
gl ok (1)
g$ ok(1) e/c (1/2) ok (1) ok
kl ok (2) ok
k$ ok ok ok
pl ok (pv) ok
p$ non: p ok
s$ (C+A) ok
t$ non: k, k!, t
non: k!, !,
t ok
v$ e/c ok
"$ (C+A) ok
Clusters, CODA
Mad 1;06 Mad 1;09 Mad 2;01 Mad 2;04
bl non: b ok ok
b$ ok ok (ppv)
d$ non: Ø e/c
fl non: f ok e/c
f$ ok (1)
g$ ok (pv)
k$ e/c (4/5) ok
kl ok (1)
lp non: p
$p non: p ok
$s non: s ok (ppv)
$t non: t ok ok
sk non: k
st non: s
t$ non: t non: t, t" e/c e/c
v$ non: v, Ø non: v ok (1)
p$ non: p
$d ok
$k ok
$m ok
![Page 46: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/46.jpg)
46!
3 syllable target (or more) at 2;01
15/26 were not like target
1) ! Consonnant clusters
l&skalje " l&kalje!
2) Missing a nasal or a different vowel
p+tal, " patal,!
3) Omission of one syllable (9/26) kanape " kape !netwaje " toje !k+$u#u " ku#u!
Cynthia’s PLUG-IN
![Page 47: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/47.jpg)
47!
III. From phonology to syntax?
![Page 48: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/48.jpg)
48!
Syntax: Verbal constructions
From incomplete to complete patterns
![Page 49: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/49.jpg)
Verbs with three arguments: DONNER
Verb frame 3
Tu donnes le biberon à la poupée ? / Are you giving the bottle to the doll?
![Page 50: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/50.jpg)
DONNER TO GIVE
Period 1: up to 2;03
Incomplete forms, with phonological
deviations and instability
Madeleine
Period 2; after 2;03
Adult pattern S + V + 2 args: 90 %
Recepient is a pronoun Object is very often lexical
Adult
S + V + 2 arguments: 80%
Recepient is a pronoun
Object is either lex or pron
![Page 51: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/51.jpg)
51!
Syntax: complex sentences and
elliptic packaging
1) elliptic use of POUR
![Page 52: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/52.jpg)
52!
POUR
Adult uses Deviant uses
Creative coherent pattern
Deviant uses
Sekali, Morgenstern, 2008
![Page 53: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/53.jpg)
Pour
+ Noun Phrase
Pour
+ non finite Clause
Pour que
+ finite Clause
Adult Madeleine
Pour (comp) + Noun Phrase
Pour (prep) + Noun Phrase
Pour (comp) + non finite Clause
Pour (comp) + finite Clause
Pour maman
For Mummy
Pour Madeleine
For Madeleine
Pour faire tes courses
To do the shopping
Pour je bois de l’eau
So I drink water
Pour que
je me salisse pas So that I don’t get dirty
Pour que (comp)+ finite Clause
1)
2)
3)
4)
5)
Madeleine’s uses of POUR
![Page 54: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/54.jpg)
54!
POUR + Noun Phrase
Ex 1: File "MADELEINE-1_10 line 728.
CHI has just given OBS a card with a picture of
a cup of coffee
*OBS: merci / thank you
*CHI: ### pou(r) toi / for you
*OBS: merci Madeleine ha:n # c' est gentil.
thank you Madeleine, that’s nice.
![Page 55: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/55.jpg)
55!
Deviant use
POUR + Noun Phrase
Complementizer ?
Le doudou pour Madeleine
The bunny for Madeleine
![Page 56: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/56.jpg)
56!
![Page 57: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/57.jpg)
57!
Ex 2: Pour + GN
complementizer?
[le doudou] pour que [Madeleine console la mère]
[The bunny] for [Madeleine to console the mother]
Le doudou pour Madeleine
![Page 58: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/58.jpg)
58!
![Page 59: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/59.jpg)
59!
Elliptic packaging
Le doudou pour Madeleine
1)! She’s looking for a bunny
2)! The recipient of the bunny
3)! Her intention to use the bunny to console the mother
Pour + S / Predicate
![Page 60: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/60.jpg)
60!
Syntax: complex sentences and
elliptic packaging
2) elliptic use of PARCE QUE
![Page 61: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/61.jpg)
61!
Deviant uses of
PARCE QUE
Madeleine enters the house.
Child: Maman, je veux enlever mon manteau parce que j'ai froid
(que j’ai mis)
A B
Mummy I want to take off my coat because I’m cold.
I’ve got a coat on
Example 9 – Mad 2;07
![Page 62: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/62.jpg)
62!
Non standard uses of
PARCE QUE
Ex 10 *** MADELEINE-16-2_04_15.CHA": line 1465.
*MOT: Ca+y+est Madeleine [>] ? Are you done Madeleine?
*CHI: oui [<] . Yes. *MOT: allez tu r(e)montes ta culotte. Come on pull your panties back up.
*OBS: c'est drôlement bien hein qu(e) tu portes <plus d(e) couches
Madeleine> [> . How great that you’re not wearing diapers any more
Madeleine.
*CHI: <moi je [/] je remets> [<] ma culotte (1)parc(e)+que j' ai [//] j' a fait pipi [<] .
I’m pulling up my panties (which I had pulled down) because I had a
wee
![Page 63: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/63.jpg)
63!
Non standard uses of
PARCE QUE
Ex 10 *** MADELEINE-16-2_04_15.CHA": line 1465.
*MOT: Ca+y+est Madeleine [>] ? Are you done Madeleine?
*CHI: oui [<] . Yes. *MOT: allez tu r(e)montes ta culotte. Come on pull your panties back up.
*OBS: c'est drôlement bien hein qu(e) tu portes <plus d(e) couches
Madeleine> [> . How great that you’re not wearing diapers any more
Madeleine.
*CHI: <moi je [/] je remets> [<] ma culotte (1)parc(e)+que j' ai [//] j' a fait pipi [<] .
I’m pulling up my panties (which I had pulled down) because I had a
wee
![Page 64: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/64.jpg)
64!
From binary to ternary structures
![Page 65: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/65.jpg)
65!
Pragmatic
development
Cognitive
development
Linguistic
development
EXPLAINING
INTENTIONS
![Page 66: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/66.jpg)
66!
Complex reasoning
completed
Ex 18 - *** File Madeleine 3-03.cha": line 1253.
*CHI: yy yy maintenant <je vais> [/] je vais chercher un jeu. now, I’m gonna, I’m gonna look for a game.
*CHI: (.) j' enlève mes chaussures parce+que je vais montrer un
jeu parce+que moi je vais monter sur mon lit . I’m taking off my
shoes because I’m gonna show a game because. I’m gonna
climb on my bed. *CHI: et quand on monte sur un lit <i(l) f(aut)> [/] il faut euh
enlever les chaussures. and when you climb on a bed, you must,
you must, hem, take off your shoes.
*OBS: oui . yes
![Page 67: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/67.jpg)
![Page 68: The blossoming of Child Language and Multimodal Analyses ...](https://reader034.fdocuments.in/reader034/viewer/2022042410/625e9d584fa4b06e0678a5d3/html5/thumbnails/68.jpg)
68!
CONCLUSION