Disfluency and narrativity: the relevance of the prosodic view about language acquisition
The present review is part of Ester Scarpa's speech, which deals with the role of prosody in language acquisition. The speaker conceives prosody as a privileged space for interface between linguistic levels; thus, prosodic facts are seen as linguistic resources in the language acquisition phase...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal do Paraná (UFPR) |
| Repositorio: | Revista da ABRALIN (Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.revista.abralin.org:article/1638 |
| Acceso en línea: | https://revista.abralin.org/index.php/abralin/article/view/1638 |
| Access Level: | acceso abierto |
| Palabra clave: | Prosódia Aquisição de Linguagem Entonação Prosody Language Acquisition Intonation |
| Sumario: | The present review is part of Ester Scarpa's speech, which deals with the role of prosody in language acquisition. The speaker conceives prosody as a privileged space for interface between linguistic levels; thus, prosodic facts are seen as linguistic resources in the language acquisition phase, stage of limited lexical-grammatical resources. Therefore, prosody is a space for the child's engagement in subjectivation, discourse and dialogue, and it is also a way of organizing linguistic forms. The speech contemplates three main topics: (i) the presentation of the first intonation systems of two children; (ii) the discussion about prosody and disfluencies; and (iii) the beginnings of intonational cohesion and narrativity. Two sets of data are presented: one referring to the use of prosody in initial narratives and the other referring to hesitation and disfluencies. |
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