Young Children's Intonational Marking of New, Given and Contrastive Referents

Autor/inn/en	Grünloh, Thomas; Lieven, Elena; Tomasello, Michael
Titel	Young Children's Intonational Marking of New, Given and Contrastive Referents
Quelle	In: Language Learning and Development, 11 (2015) 2, S.95-127 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2014.889530
Schlagwörter	Young Children; Intonation; Suprasegmentals; Language Patterns; Story Telling; Task Analysis; German; Monolingualism; Sentences; Picture Books; Educational Experiments; Contrastive Linguistics; Form Classes (Languages); Language Acquisition; Caregiver Child Relationship; Child Language; Speech; Linguistic Input; Psychomotor Skills; Cognitive Ability; Discourse Analysis; Foreign Countries; Qualitative Research; Statistical Analysis; Markov Processes; Monte Carlo Methods; Germany + Suchen Sie Ihr Suchwort? Frühe Kindheit; Sprachmodell; Sprachstruktur; Aufgabenanalyse; Deutscher; Sentence analysis; Satzanalyse; Picture book; Bilderbuch; Schulversuch; Linguistics; Kontrastive Linguistik; Analytischer Sprachbau; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Speaking; Sprechen; Sprachbildung; Psychomotorische Aktivität; Denkfähigkeit; Diskursanalyse; Ausland; Qualitative Forschung; Statistische Analyse; Markowscher Prozess; Monte-Carlo-Methode; Deutschland
Abstract	In the current study we investigate whether 2- and 3-year-old German children use intonation productively to mark the informational status of referents. Using a story-telling task, we compared children's and adults' intonational realization via pitch accent (H, L and de-accentuation) of New, Given, and Contrastive referents. Both children and adults distinguished these elements with different pitch accents. Adults, however, de-accented Given information much more often than the children, especially the younger children. Since a failure to de-accent Given information may be a characteristic of caregiver speech, in a second study we tested how caregivers talking to their young children realize Given and New referents. In this discourse situation, the caregivers quite often failed to de-accent Given information, raising the possibility that the younger children were simply reproducing the pitch accents they had heard adults using. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01