Text Article
French
ID: <
6yQ9YpW6Mu8jzepcz4ZHV>
Abstract
The aim of this article is to identify the adult’s reformulation-rectification work in the longitudinal corpus of a child between 1, 09 and 4; 0 in interaction with her mother, to analyse it according to the situation, to assess its nature and, if necessary, its scope. This study shows that mother and child jointly develop the ability of the child to rectify his/her statements herself, and thus to take ownership of all the subtleties of language handling. This fine and constructive collaboration takes place at two levels. From an interactional point of view, the mother intervenes first of all in an important way by proposing corrections to the child, gradually requesting it through a variety of procedures (requests for clarification, redrafting, direct or indirect rectifications), so that she can make those corrections herself. The child, on the other hand, is playing an increasingly active role: it begins by repeating the corrections offered by the mother, and finally rectifying her statements alone. From a linguistic point of view, the rectifications of the mother and the child involve different language levels, adapted to their development and age. Analysis of these sequences shows how the mother plays a key role in the child’s acquisition of language (Clark -Chouinard 2000). It is in this close cooperation that the child’s linguistic, interactional and social capacities are built. Our analyses have led us to identify processes that facilitate the development of children’s language and interactional skills. The child can thus take ownership of both language tools and know-how — to be social, dialogical, in the language and in co-vocations.