Learning Pragmatic Aspects Acquired by a Three-Year-Old Indonesian Child

Trisna, Ayu; Husein, Rahmad; Pulungan, Anni Holila

doi:10.2991/assehr.k.201124.034

Cited by 2 publications

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“…These included natural language processing [ 120 ] and autism spectrum disorder [ 123 ]. On the latter, the largest clusters are pragmatic competence [ 126 ] and case study [ 127 ]. Pragmatics as part of language competence, especially in the past few decades, attracted the attention of linguists as an essential part of language competence and a necessary component in target language acquisition.…”

Section: Discussionmentioning

confidence: 99%

Pragmatics: Mapping Evidence on Enhancing Children’s Use of Linguistic and Non-Linguistic Capacities for Interactive Communication

et al. 2022

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New-born infants communicate from the first minute they come to life. This non-linguistic and non-verbal capacity to interact from the first day they come to life enables them to express their needs and evidence their typical development. This capacity to interact develops to include linguistic and non-linguistic use of verbal and non-verbal interaction, that is, pragmatics. Because pragmatics is heterogeneously structured of semiotic, cognitive, motor and sensory elements so it is vital to ensure successful human interaction. The other language elements (i.e., phonological, morphological, syntactic and semantic) are essential inputs for this human interaction outcome (i.e., pragmatics). Accordingly, this study sought to map evidence that pragmatics can enhance children’s use of linguistic and non-linguistic capacities for interactive communication. This was addressed by conducting bibliometric and scientometric analyses of 6554 documents from Scopus, 1167 from WOS and 11,230 from Lens between 1939 and 2022. We analysed the past, present and future developments of the field of pragmatics using bibliometric and scientometric indicators. The scientometric analysis was conducted using CiteSpace 5.8.R3 and VOSviewer 1.6.18 software, which enabled the tabulation, visualisation and measurement of the impact of central influencers in the field of pragmatics. In the light of our results, pragmatics continues to expand in order to understand human interaction in a deeper way and to enhance children’s typical interactions with the environment around them. The group should also include adults or elderly people whose pragmatic language skills have been impaired due to any acquired or developmental disorder, such as a brain injury.

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Section: Discussionmentioning

confidence: 99%

Pragmatics: Mapping Evidence on Enhancing Children’s Use of Linguistic and Non-Linguistic Capacities for Interactive Communication

et al. 2022

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“…Clark (2014) posits that pragmatic understanding is central to first language acquisition, with children learning through context-rich interactions with adults, which include feedback on language use and adherence to conversational norms. In Indonesia, research by Trisna, Husein, and Pulungan (2020) highlights how three-year-old children employ pragmatic strategies in everyday conversations, indicating early development of pragmatic understanding. Clark (2014) further categorizes children's pragmatic development into aspects such as Joint Attention, Common Ground, and others, each playing a unique role in how children interact and communicate.…”

Section: Pragmaticmentioning

confidence: 99%

“…Meaningful communication can only be formed when the pragmatic knowledge aligns with the practical context (Yan, 2022). According to Pivio and Begg in Trisna et al (2020), kids pick up on social cues from others around them, including dress rules, body language, and language usage. This tendency usually starts with the things that children say to themselves, followed by peers from their school, neighborhood, or family.…”

Section: Joint Attention (Ja) Aspectmentioning

confidence: 99%

Exploring Pragmatic Development in 4-Year-Old Children: An Interactionalist Perspective

Salamah,

Zultiyanti

2024

ERJEE

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Many studies of pragmatic acquisition in Indonesia have been carried out, but they are only limited to aspects of speech acts. For this reason, it is necessary to have an in-depth study related to aspects of acquiring pragmatics in children. This research was conducted using a qualitative descriptive method. This study aims to describe the main issues regarding pragmatic acquisition in children aged 4 years. The research data was obtained at ABA Nitikan Yogyakarta Kindergarten. As for the technique of data collection, it was done by observation method with recording and note-taking techniques. Data analysis uses the Miles Huberman flow model. The validity of the data is achieved by triangulation of methods and theories. Data triangulation was carried out by extracting data from three sources, namely in-depth observations in class, audio recordings of class interactions and reflective analysis of field notes. Theoretical triangulation is carried out by comparing the results of research data acquisition with relevant theoretical perspectives to avoid the researcher's individual bias on the resulting findings or conclusions. The results of a study of the acquisition of pragmatics in children show that 4 years old children in ABA Nitikan Yogyakarta Kindergarten have acquired the aspects of Joint Attention (JA) as much as 4%, Common Ground (CG) 9%, Convention and Contrast (CC) 11%, Feedback and Repair (FR) 9%, and Speech Act (SA) 67%.

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Learning Pragmatic Aspects Acquired by a Three-Year-Old Indonesian Child

Cited by 2 publications

References 0 publications

Pragmatics: Mapping Evidence on Enhancing Children’s Use of Linguistic and Non-Linguistic Capacities for Interactive Communication

Pragmatics: Mapping Evidence on Enhancing Children’s Use of Linguistic and Non-Linguistic Capacities for Interactive Communication

Exploring Pragmatic Development in 4-Year-Old Children: An Interactionalist Perspective

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