Young children's argumentative contributions
| Résumé |
Drawing on a rich tradition of dialogue-centered studies of
children’s talk in conversation with peers and adults, the authors
focus on young children’s contributions to argumentative
discussions. The most promising research areas in this field are
grouped around three keywords: the dialogue, the implicit content
within argumentative inference, and the context of the discussion.
For each of these areas, the authors discuss existing research,
proposing empirical examples of children’s talk and examining how
the analysis of these examples not only advances the understanding
of children’s argumentation but also sheds new light on the models
relative to adults’ argumentation. The findings of this chapter
illustrate that children’s contributions should not be considered
as isolated productions. They are better understood if placed
within the dialogic setting in which they are produced, taking into
account adults’ roles and expectations, children’s interpretations
of such settings, and, more in general, the design of the dialogue
space. Moreover, the analysis of inference shows that often
children’s contributions do not differ from adults’ in terms of the
argument schemes used, but in terms of material-contextual premises
(endoxa). These findings invite further discourse and argumentation
research on adults’ expectations and children’s interpretations of
dialogic settings, including educational contexts. |
| Mots-clés |
dialogue conversation enfant contribution de l'adulte discussion argumentative production isolée |
| Citation | Perret-Clermont, A. N., & Greco, S. (2023). Young children's argumentative contributions. In The Routledge handbook of language and persuasion. (pp. 457-474). Oxon, New-York: Routledge. |
| Type | Chapitre de livre (Anglais) |
| Année | 2023 |
| Titre du livre | The Routledge handbook of language and persuasion |
| Editeur commercial | Routledge (Oxon, New-York) |
| Pages | 457-474 |