Distance pragmatique à travers des représentations non encadrées: le discours prive pendant le jeu symbolique des enfants
DOI
https://doi.org/10.25267/Pragmalinguistica.2023.i31.16Info
Résumé
Le discours privé désigne les énoncés audibles que les enfants prononcent pour eux-mêmes pendant le jeu et d’autres tâches. Cet article explore l’émergence de représentations du discours des autres dans le discours privé des enfants pendant le jeu symbolique. A cette fin, des enregistrements ont été effectués sur 18 sujets entre 2;10 et 3;09, qui ont ensuite été transcrits et analysés. Les résultats montrent une grande maîtrise des aspects interactionnels, tels que le système de prise de parole et la transition entre le discours social et privé. En ce qui concerne les représentations, une absence de cadrage indexical introductif (par exemple, “et elle dit”) est observée pendant les feintes caractéristiques du jeu symbolique. Cela s’explique par un objectif pragmatique de distanciation entre le sujet parlant et les représentations et pointe vers une reconnaissance de différentes perspectives et compétences d’autorégulation dans l’utilisation de la langue.
Mots-clés
Téléchargements
Comment citer
Licence
(c) Tous droits réservés David Navarro-Ciurana 2023
Ce travail est disponible sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
Références
ALARCÓN-RUBIO, D., SÁNCHEZ-MEDINA, J. A. y WINSLER, A. (2013): “Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy”, Journal of Adult Development, 20(2), pp. 100-111. https://doi.org/10.1007/s10804-013-9161-y
AL-NAMLAH, A. S., FERNYHOUGH, C. y MEINS, E. (2006): “Sociocultural influences on the development of verbal mediation: Private speech and phonological recoding in Saudi Arabian and British samples”, Developmental Psychology, 42(1), pp. 117-131. https://doi.org/10.1037/0012-1649.42.1.117
BERK, L. E. (1986): “Relationship of elementary school children’s private speech to behavioral accompaniment to task, attention, and task performance”, Developmental Psychology, 22(5), pp. 671-680. https://doi.org/10.1037/0012-1649.22.5.671
BERK, L. E. y GARVIN, R. A. (1984): “Development of private speech among low-income Appalachian children”, Developmental Psychology, 20(2), pp. 271-286. https://doi.org/10.1037/0012-1649.20.2.271
BERK, L. E. y SPUHL, S. T. (1995): “Maternal interaction, private speech, and task performance in preschool children”, Early Childhood Research Quarterly, 10(2), pp. 145-169. https://doi.org/10.1016/0885-2006(95)90001-2
BYBEE, J. (2010): Language. Usage and Cognition, Cambridge: Cambridge University Press.
CASILLAS, M. (2013): Learning to take turn on time. Tesis Doctoral. University of Standford.
CLARK, E. V. (2003): First Language Acquisition, Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781316534175
CLARK, H. H. (2016): “Depicting as a method of communication”, Psychological Review, 123(3), pp. 324-347. https://doi.org/10.1037/rev0000026
CREAGHE, N. y KIDD, E. (2022): “Symbolic play as a zone of proximal development: An analysis of informational exchange”, Social Development, 31(4), pp. 1138-1156. https://doi.org/10.1111/sode.12592
CREAGHE, N., QUINN, S. y KIDD, E. (2021): “Symbolic play provides a fertile context for language development”, Infancy, 26(6), pp. 980-1010.
https://doi.org/10.1111/infa.12422
DENNETT, D. C. (1996): Kinds of minds: Toward an understanding of consciousness. New York: Basic Books.
EVANS, N. (2009): “Insubordination and the grammaticalisation of interactive presuppositions”. Contribución de congreso en Methodologies in Determining Morphosyntactic Change, Osaka. Disponible en: https://www.r.minpaku.ac.jp/ritsuko/english/symposium/pdf/symposium_0903/Evans_handout.pdf (Fecha de consulta: 14/12/2022).
EVANS, N., BERGQVIST, H. y SAN ROQUE, L. (2018): “The grammar of engagement I: Framework and initial exemplification”, Language and Cognition, 10(1), pp. 110-140. https://doi.org/10.1017/langcog.2017.21
FARRONI, T., CSIBRA, G., SIMION, F. y JOHNSON, M. H. (2002): “Eye contact detection in humans from birth”, Proceedings of the National Academy of Sciences of the United States of America, 99(14), pp. 9602-9605.
https://doi.org/10.1073/PNAS.152159999
FELDMAN, R. (2015): “The adaptive human parental brain: Implications for children’s social development”, Trends in Neurosciences, 38(6), pp. 387-399. https://doi.org/10.1016/j.tins.2015.04.004
FERNÁNDEZ PÉREZ, M. (2011): “El corpus koiné de habla infantil: líneas maestras”. Fernández Pérez, M. (ed.), Lingüística de corpus y adquisición de la lengua. Madrid: Arco Libros, pp. 11-36.
FERNÁNDEZ PÉREZ, M. (2019): “Eficacia comunicativa en el habla infantil. Indicadores pragmáticos básicos”, Pragmalingüística, 27, pp. 32-53.
https://doi.org/10.25267/pragmalinguistica.2019.i27.02
FERNÁNDEZ PÉREZ, M. (2020): “El valor del habla peculiar en la lingüística de hoy y de (casi) siempre”, Pragmalingüística, Monográfico 2, pp. 134-151. https://doi.org/10.25267/Pragmalinguistica.2020.iextra2.08
FERNÁNDEZ PÉREZ, M. y LORENZO HERRERA, L. (en prensa): “Datos y desarrollo de la lengua. Las gramáticas emergentes”, Fernández Pérez, M. y Lorenzo Herrera, L. (eds.), Datos y desarrollo de la lengua. Las gramáticas emergentes, Madrid: Arco/Libros.
FERNYHOUGH, C. y RUSSELL, J. (1997): “Distinguishing One’s Own Voice from Those of Others: A Function for Private Speech?”, International Journal of Behavioral Development, 20(4), pp. 651-665. https://doi.org/10.1080/016502597385108
FURROW, D. R. (1992): “Developmental trends in the differentiation of social and private speech”, Diaz, R. M. y Berk, L. E. (eds.), Private speech: From social interaction to self-regulation. Mahwah: Lawrence Erlbaum Associates, Inc, pp. 143-158.
GALLARDO PAÚLS, B. (2007): Pragmática para logopedas, Cádiz: Servicio de Publicaciones de la Universidad de Cádiz.
GOUDENA, P. P. (1992): “The problem of abbreviation and internalization of private speech”, Diaz, R. M. y Berk, L. E. (eds.), Private speech: From social interaction to self-regulation. Mahwah: Lawrence Erlbaum Associates, Inc, pp. 215-224.
GRICE, H. P. (1975): Studies in the Way of Words. Harvard: Harvard University Press.
GÜLDEMANN, T. (2008): Quotative Indexes in African Languages. A Synchronic and Diachronic Survey, Berlin/New York: Mouton de Gruyter. https://doi.org/10.1515/9783110211450
HALLIDAY, M. A. K. (1975): “Learning How to Mean”, Lenneberg, E. H. y Lenneberg, E. (eds.), Foundations of Language Development, Amsterdam: Elsevier, pp. 239-265. https://doi.org/10.1016/B978-0-12-443701-2.50025-1
HALLIDAY, M. A. K. (1994 [1985]): An Introduction to Functional Grammar. London: Edward Arnold.
HERNÁNDEZ SACRISTÁN, C. (2022): Presencia y palabra. Una antropología del decir, València: Tirant lo Blanch.
HERNÁNDEZ SACRISTÁN, C. y ROSELL CLARI, V. (2020): “Paradigma pragmático-funcional en la rehabilitación de la afasia”, Pragmalingüística, Monográfico 2, pp. 199-215. https://doi.org/10.25267/Pragmalinguistica.2020.iextra2.12
HERNÁNDEZ SACRISTÁN, C. y SERRA ALEGRE, E. (2007): “Construcciones suspendidas y gestión del turno conversacional en la evaluación de la afasia”, Pragmalingüística, 15-16, pp. 112-132. https://doi.org/10.25267/pragmalinguistica.2007.i15.06
HEYES, C. (2018). Cognitive Gadgets: The Cultural Evolution of Thinking, Harvard: Harvard University Press.
LEVINSON, S. C. (2006): “On the human ‘interaction engine’”, Enfield, N. J. y Levinson, S. C. (eds.), Roots of Human Sociality: Culture, Cognition and Interaction. London: Routledge, pp. 39-69. https://doi.org/10.4324/9781003135517-3/HUMAN-INTERACTION-ENGINE-STEPHEN-LEVINSON
LÓPEZ GARCÍA, Á. (2006): “Lingüística y percepción: categorías y funciones en la percepción de la oración”, Dialogía: Revista de Lingüistica, Literatura y Cultura, 1, pp. 11-34.
MACWHINNEY, B. (2000): The CHILDES Project: Tools for analyzing talk. Mahwah: Lawrence Erlbaum Associates, Inc. Tercera edición.
MCGREGOR, W. B. (1994): “The Grammar of Reported Speech and Thought in Gooniyandi”, Australian Journal of Linguistics, 14(1), pp. 63-92. https://doi.org/10.1080/07268609408599502
MCGREGOR, W. B. (1997): “Semiotic Grammar”, Oxford: Clarendon Press Oxford.
MCGREGOR, W. B. (2013): “Optionality in grammar and language use”, Linguistics, 51(6), pp. 1147-1204. https://doi.org/10.1515/ling-2013-0047
MCGREGOR, W. B. (2017): “There’s grammar and there’s grammar just as there’s usage and there’s usage”, English Text Construction, 10(2), pp. 199-232. https://doi.org/10.1075/etc.10.2.02mcg
MCGREGOR, W. B. (2019): “Reported speech as a dedicated grammatical domain - And why defenestration should not be thrown out the window”, Linguistic Typology, 23(1), pp. 207-219. https://doi.org/10.1515/lingty-2019-0010
NAVARRO CIURANA, D. (2023): “Decir referido en la adquisición del lenguaje. Juego simbólico y reflexividad”. Tesis doctoral. Universitat de València.
OJEA LÓPEZ, A. I. (2001): “El desarrollo sintáctico en la adquisición de la primera lengua: análisis de la etapa telegráfica de una sujeto monolingüe de español”, Revista Española de Lingüística, 31(Fasc. 2), pp. 413-430.
PASCUAL, E. (2014): Fictive Interaction, Amsterdam: John Benjamins Publishing Company.
PASCUAL, E. y OAKLEY, T. (2017): “Fictive Interaction”, Dancygier, B. (ed.), The Cambridge Handbook of Cognitive Linguistics. Cambridge: Cambridge University Press, pp. 347-360. https://doi.org/10.1017/9781316339732.022
PIAGET, J. (1923): Le langage et la pensée chez l’enfant, Lonay: Delachaux & Niestlé.
SPRONCK, S. (2017): “Defenestration: deconstructing the frame-in relation in Ungarinyin”, Journal of Pragmatics, 114, pp. 104-133. https://doi.org/10.1016/J.PRAGMA.2017.03.016
TOMASELLO, M. (2019): Becoming Human, Harvard: Harvard University Press. https://doi.org/10.4159/9780674988651
VERSTRAETE, J. C. (2011): “The Functions of Represented Speech and Thought in Umpithamu Narratives”, Australian Journal of Linguistics, 31(4), pp. 491-517. https://doi.org/10.1080/07268602.2011.625602
VOLOSHINOV, V. (1973): Marxism and the Philosophy of Language, Harvard: Harvard University Press.
VYGOTSKY, L. (1934): Myshlenieirech, Mockba. Traducción de P. Tosaus Abadía (sobre la edición inglesa a cargo de A. Kozulin, Thought and language, Cambridge: The MIT Press, 1986), Pensamiento y lenguaje, Barcelona: Paidós, 1995.
WINSLER, A. (2009): “Still Talking to Ourselves after All These Years: A Review of Current Research on Private Speech”, Winsler, A., Fernyhough, C., Montero, I., Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation, Cambridge: Cambridge University Press, pp. 3-41. https://doi.org/10.1017/CBO9780511581533.003
WINSLER, A. y DIAZ, R. M. (1995): “Private Speech in the Classroom: The Effects of Activity Type, Presence of Others, Classroom Context, and Mixed-age Grouping”, International Journal of Behavioral Development, 18(3), pp. 463-487. https://doi.org/10.1177/016502549501800305
WINSLER, A., FERNYHOUGH, C., MCCLAREN, E. M. y WAY, E. (2005): Private speech coding manual. Documento de trabajo. http://classweb.gmu.edu/awinsler/Resources/PsCodingManual.pdf (Fecha de consulta: 20/11/2022).