Understanding how communicative goals impact and drive the learning process has been a long-standing issue in the field of language acquisition. Recent years have seen renewed interest in the social and pragmatic aspects of language learning: the way interaction shapes what and how children learn. In this volume, we bring together researchers working on interaction in different domains to present a cohesive overview of ongoing interactional research. The studies address the diversity of the environments children learn in; the role of para-linguistic information; the pragmatic forces driving language learning; and the way communicative pressures impact language use and change. Using observational, empirical and computational findings, this volume highlights the effect of interpersonal communication on what children hear and what they learn. This anthology is inspired by and dedicated to Prof. Eve V. Clark - a pioneer in all matters related to language acquisition - and a major force in establishing interaction and communication as crucial aspects of language learning.
1. Acknowledgements; 2. List of contributors; 3. introduction Language acquisition in interaction (by Kurumada, Chigusa); 4. Part 1. The social and interactional nature of language input (five papers); 5. Conversational input to bilingual children (by Ervin-Tripp, Susan M.); 6. Social environments shape children's language experiences, strengthening language processing and building vocabulary (by Weisleder, Adriana); 7. The interactional context of language learning in Tzeltal (by Brown, Penelope); 8. Conversation and language acquisition: Unique properties and effects (by Veneziano, Edy); 9. Taking the floor on time: Delay and deferral in children's turn taking (by Casillas, Marisa); 10. Part 2. The role of paralinguistic information in language learning (three papers); 11. Temporal synchrony in early multi-modal communication (by Kelly, Barbara F.); 12. Shared attention, gaze and pointing gestures in hearing and deaf children (by Morgenstern, Aliyah); 13. How gesture helps children learn language (by Goldin-Meadow, Susan); 14. Part 3. Pragmatic forces in language learning (six papers); 15. Referential pacts in child language development (by Stephens, Gemma); 16. "We call it as puppy": Pragmatic factors in bilingual language choice (by Tare, Medha); 17. Learning words through probabilistic inferences about speakers' communicative intentions (by Frank, Michael C.); 18. Word order as a structural cue and word reordering as an interactional process in early language acquisition (by Kuntay, Aylin C.); 19. The discourse basis of the Korean copula construction in acquisition (by Clancy, Patricia M.); 20. Emergent clause-combining in adult-child interactional contexts (by Berman, Ruth A.); 21. Part 4. Interactional effects on language structure and use (three papers); 22. Analytic and holistic processing in the development of constructions (by Bybee, Joan L.); 23. From speech with others to speech for self: A case study of "externalized drama" (by Slobin, Dan I.); 24. How to talk with children (by Clark, Herbert H.); 25. Index