Intertextualita v procesu osvojování: raná dětská řeč
INTERTEXTUALITY IN THE PROCESS OF ACQUISITION: EARLY CHILD SPEECH
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The article analyzes intertextuality and selected related topics, such as communicative perspective and reference to the subjects of the speaker and the addressee, in the early child speech. It describes the analyzed phenomena at three different stages (when the child is one, two, and three years old) and tries to capture their specificity and basic developmental tendencies. At the beginning, the child refers mainly to the utterances of his communicative partner, with repetition playing an important role. Later, the communication becomes less context-bound and the child slowly acquires parts of various “culturally grounded” texts and norms of different “genres” and begins to exhibit the ability to use them creatively for various purposes. The analysis is based on the long-term observation of everyday communication between the child and its caregiver (mother). The communication was regularly recorded on video and the recordings were then transcribed and analyzed using a combination of linguistic methods – in the case of intertextuality, the analysis concentrates on content and formal cues that indicate the child’s (usually tacit) knowledge of various types of intertextuality.
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