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<p>L'UMR 7023 a le plaisir de vous convier, dans le cadre des séances de son<br>
séminaire,<br>
<br>
le lundi 7 avril<br>
10h00-12h00, Université Paris VIII, 2, rue de la liberté, 93200<br>
Saint-Denis (métro Saint-Denis Université, ligne 13), bâtiment D, salle D<br>
143,<br>
<br>
à une conférence de Marianne Gullberg (Max Planck Institute for<br>
Psycholinguistics, Nijmegen)<br>
<br>
intitulée<br>
« Gestures and the development of semantic representations in first and<br>
second language »<br>
<br>
Résumé :<br>
In language acquisition research gestures are traditionally mainly seen as<br>
a compensatory mode of expression for learners (Gullberg, 2006, 2008;<br>
Gullberg, de Bot, Volterra, in press). In this talk I will present a<br>
series of studies that explore whether child and adult language learners’<br>
gestures are mediated by their linguistic development, namely their<br>
understanding of verb meanings. The target domain is of that of placement,<br>
e.g. putting a cup on a table. Although gestures in this domain could<br>
neutrally depict placement as an imitation of the practical manual action,<br>
adult native gesture use appears to be influenced by verb meanings and<br>
concomitant event construals. The first study shows how different<br>
placement verb semantics in Dutch and French is reflected in two<br>
cross-linguisticall<wbr>y distinct patterns of gestural forms. The second study<br>
demonstrates how Dutch children's placement gestures change systematically<br>
as their understanding of placement verbs develops. Finally, the last<br>
study illustrates different gesture patterns in adult advanced Dutch<br>
learners of French depending on influences of the L1 and different degrees<br>
of semantic reorganisation. Together the studies support the theoretical<br>
notion that speech and gesture form an integrated system as revealed (a)<br>
in robust crosslinguistic differences in gestural practices, which<br>
parallel differences in speech, and (b) in similar parallel differences<br>
across modalities in development. There is little support for the position<br>
that gestures chiefly form a compensatory support system either in child<br>
or adult learners. The integrated nature of the systems further means that<br>
gestures opens new possibilities for studying details of semantic<br>
representations which may go undetected in speech; and that they can shed<br>
light on the process of acquisition by revealing shifts in such<br>
representations. (276)<br>
<br>
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