Processes in the Acquisition of Pragmatic Competence
Pragmatic acquisition has been of great interest to developmental psycholinguists for the last 15 years. Many researchers have attempted to describe the develop mental course of specific skills such as requesting (e.g., Becker, 1982, 1986; Ervin-Tripp & Gordon, 1986) and have looked both at children’s ability to produce the behaviors correctly and their ability to discuss the behaviors (i.e., exhibit metapragmatic knowledge). A small group of researchers (e.g., Eisenberg, 1982; Gleason, Perlmann, & Greif, 1984; Gleason & Weintraub, 1976; Greif & Gleason, 1980; Pellegrini, Brody, & Stoneman, 1987) has focused on parents’ techniques for teaching their English-speaking children pragmatic skills. To the extent that they are more than descriptive, most of these researchers attempt to place pragmatic teaching within a social framework. That is, in this and the comparable cross-cultural literature (see, for example, Schiefifelin & Ochs, 1986), pragmatic teaching techniques and pragmatic behaviors are concep tualized in terms of broader goals and methods of socialization and enculturation.
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Citation / Publisher Attribution
Processes in the Acquisition of Pragmatic Competence, in G. Conti-Ramsden & C. Snow (Eds.), Children's Language, Lawrence Erlbaum Associates, v. 7, p. 7-24
Scholar Commons Citation
Becker, Judith A., "Processes in the Acquisition of Pragmatic Competence" (1990). Psychology Faculty Publications. 1214.