Reading between the lines of dialogue in children's books: Using the pragmatics of language

Morgan, Argiro L.

doi:10.1007/bf01142386

Cited by 2 publications

(1 citation statement)

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“…A child's ability to interpret text meaning is a customary part of academic assessment. Future research may address whether it is possible to enhance children's text comprehension and narrative production by enhancing awareness of message function (see Morgan, 1989;Pershey, 1998;Smith, 1977;Wilkinson, 1982). Second, delineation of how children maintain a distinction between mental representations of possible events as compared with representations of imaginary entities may prove to be valuable information.…”

Section: Implications For Future Researchmentioning

confidence: 98%

Children's Elicited Use of Pragmatic Language Functions: How Six- and Seven-year-old Children Adapt to the Interactional Environments of Story Scenarios

Pershey¹

2000

Language Awareness

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Pragmatic language skill involves adapting to an interactional environment where a communicator must interpret and originate communicative acts. This study used an elicitation procedure to reveal how 80 six-and seven-year-old children adapted to the pragmatic context of a story and furnished a remark that would be pragmatically appropriate for a story character to utter. Children 'spoke for' characters in about 70% of the contexts and thus revealed facility in conceptual perspective-taking and attributing mental states to others. The use of self-generated extra-textual language reveals one way that pragmatic language skill is at work when young children comprehend and respond to text. Given these findings, a model of children's transaction with narrative based on interpretation of others' mental states, understanding of pretence and characterisation, and pragmatic language skill is proposed.

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Section: Implications For Future Researchmentioning

confidence: 98%