ABSTRACT

The goal of this article is to contribute to our knowledge of the discursive environment of four-year-old children in which narration, argumentation and explanation occur. Mastery of these discursive forms is a requirement for participating in classroom practices. Even though these discourse units are intertwined in everyday interactions, previous studies prioritized studying them in isolation without examining how they are used together to shape the texture of the conversation. In the study reported here, the structure and interactional prompt of the narrations, explanations and argumentations that occur at mealtimes at home are analysed; specifically, 181 discourse units self-recorded in the homes of 11 four-year-old children from the Argentine middle class were analysed. Differences were found between the units in terms of their frequency, structure (length, presence of embedded units) and interactional prompts, as well as the role of the child when producing them. The potential of mealtime conversations in the acquisition of extended discourse stands out.

摘要

本文的目的是帮助我们了解发生叙述，论证和解释的四岁儿童的话语环境。掌握这些话语形式是参加课堂练习的必要条件。尽管这些话语单元在日常互动中相互交织，但先前的研究优先考虑对它们进行单独研究，而不检查它们如何一起使用来形成对话的纹理。在本文报道的研究中，分析了在家用餐时的叙述，解释和论据的结构和互动提示；具体而言，分析了来自阿根廷中产阶级的11名4岁儿童的家中自录的181个话语单元。发现单位之间的频率差异，结构（长度，嵌入单元的存在）和交互提示，以及孩子在制作它们时的角色。进餐时间对话在获取扩展语篇方面的潜力十分突出。