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Jullien, Stéphane

Nom
Jullien, Stéphane
Affiliation principale
Email
stephane.jullien@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/813

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  • Publication
    Accès libre
    Constructions syntaxiques et discours: les introductions de référents dans des narrations produites par des enfants présentant des troubles spécifiques du développement du langage oral et des enfants tout-venant
    (2008)
    Jullien, Stéphane 
    It is now generally admitted, following Lambrecht (1994), that word order in French is constrained by topicality and shared knowledge between speakers rather than defined by a strict SVO order. Thus, the purpose of this paper is to study how French-speaking children take into account the shared knowledge with the adult using syntactic constructions to introduce referents in narratives, the so-called global marking of information (Hickmann, 2003; Hickmann et al., 1996). The data were taken from a European research project1. The population of the study was composed of normal-speaking children, from 4 to 11 years of age, and of language-impaired children, from 6 to 11 years of age. We show here that, like local marking, the global marking of information is a late acquisition. Furthermore, syntactic constructions, such as il y a ('there is'), are not only involved in information structure but are engaged in discourse planning and constrained by the type of referent introduced. Moreover, we find that language-impaired children (SLI) use different syntactic devices to introduce referents in discourse.
  • Publication
    Accès libre
    La construction présentative clivée dans la gestion des tours de parole: Le cas des interactions adulte – enfant
    (2008)
    Jullien, Stéphane 
    The purpose of this contribution is to study a syntactic construction, the presentational ya-cleft construction (il y a un cygne qu'a mordu les fesses à mon grand-papa\ 'there's a swan which bit my grand-father in the buttock\'), from an interactional linguistics background (Ford, 2004; Helasvuo, 2004; Ochs et al., 1996; Ono & Thompson, 1996) inspired by conversation analysis (Sacks, Schegloff, Jefferson, 1974). Our analyses bear on interactions between adults and children, with or without Specific Language Impairment (Leonard, 2000). It is mostly the informational properties of this syntactic construction that have been studied (Lambrecht, 1986, 1988). Interactional Linguistics suggests that grammar and linguistic units are shaped step by step through the turn exchange and that these units detain functionalities in conversation. Little has been said about the functionalities of presentational ya-cleft construction in conversation. Our analysis, taking into account temporality and prosody, has shown that the first part of this construction permits to expand the speaker's turn, projecting the final part of a compound TCU (cf. Lerner, 1991, 1996). The study of young children's data with or without language impairment underlines the online configuration of grammar in interaction (Auer, 1996) and illustrates how this kind of compound UCT furnishes possibilities of scaffolding (Bruner, 1983) by the adult speaker to the child.
  • Publication
    Accès libre
    Introduction des référents dans le discours en fonction du degré de connaissance partagée avec l’interlocuteur: quelques données concernant des enfants dysphasiques et tout-venant
    (2005)
    Ingold, Juliane
    ;
    Jullien, Stéphane 
    ;
    de Weck, Geneviève 
    This paper is about referents' introduction in narrative discourse by normal and language-impaired children (SLI children). It focuses on the linguistic devices used by these two populations to introduce new referents while telling a story to informed and non-informed adult interlocutor. The informed one knows the story, the second doesn't. Depending on shared knowledge between the participants, introductions are considered as appropriate or not. We present here the first results of a research program about developmental pragmatics. They show that non appropriate introductions are more frequent with the non informed adult for both populations. Nevertheless appropriate and non appropriate introductions are not done in the same way and in the same proportions by the two groups, the SLI children produce more non appropriate introductions, they may omit referents or determinants and their development is slower and limited compared to the development of normal children. The differences between the two types of children seem to be quantitative, qualitative and developmental.