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<p><div dir="ltr"><div class="gmail_default" style="font-family:comic sans ms,sans-serif;font-size:small;">
<p class="MsoNormal"><b><span style="font-size:12pt;font-family:"Times New Roman";">le LABEX Fondations Empiriques de
la Linguistique , (</span></b><b><span>ANR-10-LABX-0083)
, </span></b><b><span style="font-size:12pt;font-family:"Times New Roman";">Paris</span></b></p>
<br> accueille la Pr. Eve <span class>Clark</span> (Stanford University) comme professeur<br>invitée depuis le 2 juin et jusqu'au 23 juin, 2014.<br><br>Eve <span class>Clark</span> donnera à cette occasion une série des conférences qui aura<br>
lieu <br>au Campus Paris Diderot<br>SALLE 126, Bat. Olympe de Gouges (rue Albert Einstein 75013, Paris):<div><div><br></div></div><blockquote type="cite"><div><div>
</div></div></blockquote><p class="MsoNormal"><b>1.
Acquisition, Interaction, and Feedback </b>(le lundi, 2 juin, 16-18)</p><p class="MsoNormal">I
argue that children acquire language in conversation: this setting allows for
exposure to the target language, feedback on their own attempts to use
language, and extensive practice with different, more expert, speakers.</p><p class="MsoNormal"><br></p><p class="MsoNormal"><b> </b><b>2.
Attention, Grounding, and Word Acquisition </b>(le mercredi, 9 juin)</p><p class="MsoNormal">To
acquire new words, children need to be able to identify the intended referent
on each occasion -- object, action, property, or relation in context.
Adults and children coordinate in relying on joint attention,
physical co-presence, and conversational co-presence to manage initial
mappings of word
forms.</p><p class="MsoNormal"><br></p><p class="MsoNormal"><b>3.
Conceptual Perspective and Speaker Choices </b>(le lundi, 16 juin, 16-18)</p><p class="MsoNormal"> Speakers
can
present different perspectives on events through their choices of
words (and of constructions). This can affect what they understand, and
how they 'view' objects, actions, and events on different occasions.
Children, I argue, begin to grasp some of these perspectives very early
--
and the findings here argue against a constraints-based view of early
lexical acquisition.</p><p class="MsoNormal"><br></p><p class="MsoNormal"><b> </b><b>4.
A Gradualist View of Word Meaning </b>(le lundi, 23 juin, 16-18)</p><p class="MsoNormal">Does
everyone
acquire the same lexicon, with the same conventional meanings?
Or do people differ, in part as a result of differences in expertise?
I first consider the problem of lexical entries that don't match and
the extent to which this matters, and the extent to which people may
have
different yet partially overlapping meanings for some (maybe many)
words.
I relate this state of affairs to the gradual nature of meaning
acquisition -- from children's initial fast mapping (preliminary
inferences
about a possible/plausible meaning in context) to their gradual
elaboration of word meanings as they are exposed to more uses and as
they
themselves misuse certain words.</p></div><br clear="all"><br>-- <br><br>Prof. Jacqueline Vaissière<br>Membre Senior, Institut Universitaire de France<br>Laboratoire de Phonétique et de Phonologie (LPP), UMR7018 ( <a href="http://lpp.univ-paris3.fr" target="_blank">http://lpp.univ-paris3.fr</a>), directeur<br>
Laboratoire d'excellence Empirical Foundations of Linguistics (EFL), Sorbonne Paris Cité, directeur<br>Ecole Doctorale ED268<br>Université Sorbonne Nouvelle et CNRS<br>ILPGA, 19 rue des Bernardins, 75005 Paris<br>tel: 06 15 93 94 71 (01 43 26 57 17: gestionnaire du laboratoire)<br>
<br><a href="http://lpp.in2p3.fr/article.php3?id_article=325" target="_blank">http://lpp.in2p3.fr/article.php3?id_article=325</a><br>
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