Chapter 12. Naming in Pupil Writings (9 to 14 Years Old) (original) (raw)
Related papers
Naming in pupil writings (9 to 14 years old)
2012
During the analysis of a corpus of interaction, Roubaud and Loufrani (2001, p. 207), in the tradition of Blanche-Benveniste's works (1984), define the term " naming " as follows: " Ce terme de denomination nous servira a designer ce qui a trait au fait de nommer, c'est a dire a assigner du lexique. " [The term naming will designate all that concerns the fact of designating, that is to say assigning lexicon]. These naming operations take the two lines of language: the paradigmatic line, which allows the speaker to give or review different properties of the word and the syntagmatic line which gives the opportunity to set syntagms, even approximate, in order to advance in the discourse. These are the naming operations we searched for in 262 papers written by 9-to 14-year-old pupils during writing production. The analysis of the corpus has revealed that the anaphora and the explicitation participate in the naming operation. Processes such as the anaphora forc...
The Category 'Proper Name' in Discourse (1990)
1990 Paul J. Hopper, “The emergence of the category 'Proper Name' in discourse.” In H. Davis and T. Taylor, eds., Redefining Linguistics , 149-162. London: Routledge.
n The Language Machine (1987b) Roy Harris writes:
2016
One component in writing development is a more efficient use of syntactic tools. Later syntactic development, specifically that of the noun phrase, is an understudied area, notably so for Swedish. The demand for specified and concise information in an expository text, and the availability of more planning time in the written modality, are important factors contributing to more complex noun phrases. The aim of this study is to analyse noun phrase length, lexicality and complexity in age-related and expert development. This corpus-based study consisted of 96 expository texts written by groups of writers 10, 13, 15 and 17 years old, by adult university students and by adult expert students. All NPs (N=8670)-at least one pronoun or lexical noun plus modifiers-were analysed as lexical or pronominal, simple or complex, and NP length was calculated. Finally, development was analysed over syntactic constituent (Subject, Object or Other). Results show that NPs are significantly less pronominal, longer, and more complex in older age groups, and most saliently in the subject constituent. However, two important implications are that age-related development is not straightforwardly linear, and that expert development results in less complexity. Results are discussed with respect to the concept of writing expertise, written modality characteristics and general cognitive development.
The Primacy of Index in Naming Paradigms. Part I
Respectus Philologicus, 2015
This analysis highlights semiotic naming differences between pronouns, nouns, and verbs. It capitalizes on the pivotal role of Peirce's Object in assigning names, and the special character of pronouns to hasten notice of Objects. It showcases Peirce's indexical sign as an individuating instrument, by arguing that nouns do not name the Object uniquely. The indexical sign alone forces attention on unique entities. Their capacity to invoke notice of shifting places via pronouns/verbs is paramount.The findings indicate a particular developmental course: a noticed “something,” classified object, individuated sequence of actions. The naming begins with the most pure Indexes (pronouns), then nouns (which draw upon similar features); afterwards, the verbs emerge to name dynamic event profiles. This illustrates the indispensability of index in the naming process. Advances in deictic individuation establish and reinforce joint attentional ventures: co-signers are compelled not merely ...
The lexicon, a complex device of storage of units of language use, is a central component of linguistic knowledge closely tied to grammar and has a strong influence on demanding cognitive tasks and academic achievement. This study aims at tracking the growth of the Catalan written lexicon of children and adolescents throughout compulsory schooling, a time when the lexicon is assumed to experience an exponential growth. There were 2,436 participants from 5 to 16 years old attending compulsory school in Catalonia at the moment of the study. They were asked to produce in writing as many names as they could remember in five different semantic fields: Food, Clothing, Leisure activities, Personality traits and Natural phenomena. Although both the task and the provided examples primed production of single words, participants produced a variety of constructions in the five semantic fields. The 242,404 lexical forms that were produced were lemmatized into 8,498 different lemmas and coded according to different linguistic dimensions. The size and the conceptual underpinning of the lexicon grow significantly throughout compulsory school and show an increase in the use of Catalan correct forms, a reduction in deviant forms and a steady use of words and constructions in other languages. The use of multiword constructions as a mechanism for word generation questions the separability between lexicon and syntax. The corpus, which is of public access (http://clic.ub.edu/es/cesca), provides a picture of the state of a language developing in a multilingual environment in terms of frequency of use of words and constructions and range of orthographic and linguistic variants in five semantic fields.
Mental aspects of proper names.pdf
Onomastica Uralica 10, 2018
To gain complete insight into name usage and name-giving, it is necessary to study it from three different perspectives: 1. First of all, researchers need to examine the mental process, that is, what happens in one’s mind while usingproper names in conversations, what features the process of the acquisition, production, and comprehension of proper names has in comparison with common nouns. 2. Besides the mental level, it is also important to study the name stock as a system used for describing the linguistic characteristics of different name types and explore the interrelations within the name stock and between the names and other linguistic elements. 3. It is also necessary to consider names as parts of language functioning in conversation, in other words to study the circumstances of name usage and its pragmatical aspects: when one uses proper names instead of descriptions, what kind of names are preferred in different situations, etc. By referring to the psycholinguistic and neurolinguistic researches on mental aspects of names, this study endeavors to demonstrate why it is important for onomastics to take this aspect and knowledge into consideration.