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1) The Role of The Interactive Context 2) The Effect of Prior Discourse 3) The Importance of The Discourse Functions and Interactive Projects

1) Young children formulate complement constructions based on prior discourse in interactions with peers and mothers. 2) The findings suggest that the interactive context and prior discourse play important roles in how children learn complement constructions. 3) Children are interested in both the linear syntax of sentences and the dialogic syntax where speakers repeat syntactic structures from previous utterances to collaboratively construct complex forms like complements.

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Nazan Karadeniz
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58 views1 page

1) The Role of The Interactive Context 2) The Effect of Prior Discourse 3) The Importance of The Discourse Functions and Interactive Projects

1) Young children formulate complement constructions based on prior discourse in interactions with peers and mothers. 2) The findings suggest that the interactive context and prior discourse play important roles in how children learn complement constructions. 3) Children are interested in both the linear syntax of sentences and the dialogic syntax where speakers repeat syntactic structures from previous utterances to collaboratively construct complex forms like complements.

Uploaded by

Nazan Karadeniz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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4.

Discussion

Young children formulate complement constructions out of prior discourse.

The findings here have implications for:

1) The role of the interactive context;


2) The effect of prior discourse;
3) The importance of the discourse functions and interactive projects.

4.1 The context of peer interactions

There are some similarities and differences between the multi-party peer interactions and
dyadic mother-child interactions:
The matrix verb want was the most frequent in both mother-child interactions and peer
interactions.
The matrix verbs know, think, see, and look were frequent in mother-child interactions.
The matrix verbs say and let emerged salient in peer interactions.

4.2 Prior discourse: Dialogic syntax and linear syntax

Many studies emphasized that the children were more interested in the linear syntax of
complement constructions, rather than the dialogic syntax of these constructions.

Linear Syntax: The words in a sentence must occur in a particular sequence.

E.g. John glanced at Mary.


*Mary John at glanced.
*Mary glanced at John.

Clearly, the ordering of the words in sentences determines whether a sentence is grammatical
or not, and what the sentence means.

Dialogic Syntax: Speakers strategically repeat the syntactic shape of a prior utterance. This
practice may result in the colloborative construction of complex grammatical forms, such as
complement constructions.

4.3 Discourse functions of complement constructions

Researchers take a discourse-functional approach to grammar consider how speakers mobilize


linguistic elements and structures according to their communicative goals.

4.4 Conclusion

Very young children are active conversational participants and their grammatical
constructions need to be comprehended concerning the social-interactive projects as they are
trying to accomplish.

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