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Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention ...
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Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention ...
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Appendix_1plus2._Stone_and_Bicycle_story – Supplemental material for Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention ...
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Appendix_1plus2._Stone_and_Bicycle_story – Supplemental material for Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention ...
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Narrative, literacy and other skills ; Narrative, literacy and other skills: Studies in intervention
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In: https://halshs.archives-ouvertes.fr/halshs-02132666 ; John Benjamins, Studies in Narrative series (Vol. 25), 2019, Narrative, Literacy and other skills: Studies in intervention, Michael Bamberg, ISBN 9789027202215 (paper); ISBN 9789027262912 (e-book) (2019)
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Narratives, Literacy and other skills: Studies in intervention.
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In: https://halshs.archives-ouvertes.fr/halshs-03112006 ; Veneziano, E. & Nicolopoulou, A. (Eds). 2019, 9789027202215 (2019)
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Introduction to Narratives, Literacy and other skills: Studies in intervention.
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In: Narratives, Literacy and other skills: Studies in intervention. ; https://halshs.archives-ouvertes.fr/halshs-03112012 ; E. Veneziano & A. Nicolopoulou (Eds). Narratives, Literacy and other skills: Studies in intervention., John Benjamins, pp.1-18), 2019, Studies in Narratives Series., 9788417069568 (2019)
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Conversationally and monologically-produced narratives: A complex story of horizontal décalages.
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In: Psychology of Language and Communication ; https://halshs.archives-ouvertes.fr/halshs-03112854 ; Psychology of Language and Communication, 2019, 23 (1), pp.81-104. ⟨10.2478/plc-2019-0005⟩ (2019)
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Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention
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In: ISSN: 0142-7237 ; First Language ; https://hal.archives-ouvertes.fr/hal-02492251 ; First Language, SAGE Publications, 2019, pp.014272372090161. ⟨10.1177/0142723720901614⟩ (2019)
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Learning conversational skills and learning from conversation.
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In: Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives ; https://halshs.archives-ouvertes.fr/halshs-03107637 ; A. Bar-On & D. Ravid (Eds.),. Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives, De Gruyter Mouton, pp.311-328, 2018, 9781614516859. ⟨10.1515/9781614514909⟩ (2018)
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Learning conversational skills and learning from conversation
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In: Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives ; https://halshs.archives-ouvertes.fr/halshs-01753419 ; Amalia Bar-On; Dorit Ravid. Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives, Mouton De Gruyter, pp.311-327, In press, ⟨10.1515/9781614514909⟩ (2018)
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Abstract:
International audience ; The relation between conversation and language development will be considered from two perspectives. The first concerns the acquisition of the conversational skills that are necessary to become a competent speaker of a language, such as mastering the implicit rules of turn taking in conversation, directing the interlocutor’s attention, initiating and maintaining conversational topics, interacting in accordance with the implicit communicative rules of cooperative interaction (Grice 1975:48). This implies behaving according to specific principles that require offering relevant contributions that take into account the knowledge interlocutors have of the verbal and nonverbal context, or of previous discourse, to select appropriate expressions. The second concerns the contribution of conversational functioning to children's acquisition of language knowledge from the early stages of development. The reasons for which conversational functioning can impact language acquisition will be specified and results relevant to the theoretical claims will be reviewed for typically developing and language impaired children. It will be emphasized that unlike general input and child-directed speech, conversational exchanges are intricate interactional phenomena whose unfolding and effects result from the contributions of all participants and depend heavily on children’s own level of competence.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; [SHS.PSY]Humanities and Social Sciences/Psychology
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URL: https://doi.org/10.1515/9781614514909
https://halshs.archives-ouvertes.fr/halshs-01753419
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What can variation tell us about first language acquisition?
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In: Sources of variations in first language acquisition: Languages, contexts, and learners ; https://halshs.archives-ouvertes.fr/halshs-03107662 ; Sources of variations in first language acquisition: Languages, contexts, and learners, 2018 (2018)
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A short conversational intervention to improve narrative content in typically developing and high-functioning children with ASD
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In: The Annual Meeting of the Jean Piaget Society ; https://halshs.archives-ouvertes.fr/halshs-01753458 ; The Annual Meeting of the Jean Piaget Society, May 2018, Amsterdam, Netherlands (2018)
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Improving narratives after intervention: Relation to Executive Function skills
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In: The Annual Meeting of the Jean Piaget Society ; https://halshs.archives-ouvertes.fr/halshs-01753778 ; The Annual Meeting of the Jean Piaget Society, May 2018, Amsterdam, Netherlands (2018)
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