The pragmatics of word learning
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Authors
Author (Corporation)
Publication date
2014
Typ of student thesis
Course of study
Collections
Type
04A - Book part
Editors
Matthews, Danielle
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Parent work
Pragmatic Development in First Language Acquisition
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DOI of the original publication
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Series
TiLAR Book series
Series number
10
Volume
Issue / Number
Pages / Duration
139-160
Patent number
Publisher / Publishing institution
John Benjamins
Place of publication / Event location
Amsterdam
Edition
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Abstract
Children use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly pragmatic phenomena in word learning should be explained by simpler processes are addressed throughout the chapter. Suggestions for future research directions are made. Finally, I suggest that in order to acknowledge the role that pragmatic information plays in word learning, the field needs to come to an agreement on what it is that children acquire in word learning: word-object/concept-associations or means to communicate and direct other’s attention to certain objects?
Keywords
word learning, language acquisition, pragmatics, developmental psychology
Subject (DDC)
150 - Psychologie
400 - Sprache, Linguistik
400 - Sprache, Linguistik
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ISBN
978-90-272-3470-4
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Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Citation
GRASSMANN, Susanne, 2014. The pragmatics of word learning. In: Danielle MATTHEWS (Hrsg.), Pragmatic Development in First Language Acquisition. Amsterdam: John Benjamins. S. 139–160. TiLAR Book series, 10. ISBN 978-90-272-3470-4. Verfügbar unter: http://hdl.handle.net/11654/23823