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Putting interaction back into child language: Examples from Turkish. Chigusa Kurumada.

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Bruno Estigarribia. Hardbound — Available Buy now. Understanding how communicative goals impact and drive the learning process has been a long-standing issue in the field of language acquisition. Recent years have seen renewed interest in the social and pragmatic aspects of language learning: the way interaction shapes what and how children learn. In this volume, we bring together researchers working on interaction in different domains to present a cohesive overview of ongoing interactional research.

Gemma Stephens - Google Scholar Citations

The studies address the diversity of the environments children learn in; the role of para-linguistic information; the pragmatic forces driving language learning; and the way communicative pressures impact language use and change. Using observational, empirical and computational findings, this volume highlights the effect of interpersonal communication on what children hear and what they learn. This anthology is inspired by and dedicated to Prof. Eve V. Clark — a pioneer in all matters related to language acquisition — and a major force in establishing interaction and communication as crucial aspects of language learning.

Part 1. The social and interactional nature of language input five papers. Conversational input to bilingual children.

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The interactional context of language learning in Tzeltal. Conversation and language acquisition: Unique properties and effects. Part 2. The role of paralinguistic information in language learning three papers. Temporal synchrony in early multi-modal communication. Shared attention, gaze and pointing gestures in hearing and deaf children.

How gesture helps children learn language. Referential pacts in child language development. Word order as a structural cue and word reordering as an interactional process in early language acquisition. The discourse basis of the Korean copula construction in acquisition.