Initial prosodic acquisition: a proposal of stages

In recent years, increasing attention has been given to studies that focus on prosody, recognizing the value of this aspect of language in interaction. It is known, therefore, that prosody not only covers the suprasegmental structures of languages, but is also responsible for the rhythm, tone and in...

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Detalhes bibliográficos
Autores: Almeida, Andressa Toscano Moura de Caldas Barros de, Scarpa, Ester Mirian, Cavalcante, Marianne Carvalho Bezerra
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:Brasil
Recursos:Universidade Federal do Paraná (UFPR)
Repositorio:Revista da ABRALIN (Online)
Idioma:portugués
OAI Identifier:oai:ojs.revista.abralin.org:article/2227
Acesso em linha:https://revista.abralin.org/index.php/abralin/article/view/2227
Access Level:acceso abierto
Palavra-chave:Interação
Aquisição de linguagem de criança
Prosódia
Entonação
Desenvolvimento entonacional
Interaction
Child Language acquisition
Prosody
Intonation
Intonational development
Descrição
Resumo:In recent years, increasing attention has been given to studies that focus on prosody, recognizing the value of this aspect of language in interaction. It is known, therefore, that prosody not only covers the suprasegmental structures of languages, but is also responsible for the rhythm, tone and intonation system (SCARPA, 1999). In this way, we chose prosody as a whole, and intonation in particular, as an object of study within language acquisition. We therefore seek to address the first intonational system of a child's speech in four moments of functioning (babbling, jargon, first words and utterance blocks), characterizing and mapping their intonational development from 1;0 to 1;6 of life. Thus, in our analyses, we observed that even the one-syllable utterances of our subject are not produced in an intonational vacuum. When analyzing the tonal development of our subject, we noticed that the first distinctive contours of his intonational system are of the ascending or descending type, and it was only from 1;4 onwards that the child's first words had pitch variations recognized as different speech acts, and only at 1;6 do we map an expansion of tones, with ascending, descending, ascending-descending and descending-ascending variations in his speech.