Narration, argumentation and explanation: a study of the discourse units in spontaneous conversations at mealtimes

• Autores: Alejandra Stein, Maia Julieta Migdalek, Celia Renata Rosemberg
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 32, Nº 4, 2020, págs. 705-737
• Idioma: inglés
• DOI: 10.1080/11356405.2020.1819123
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Se busca contribuir al conocimiento del entorno discursivo de niños de cuatro años en el que tiene lugar el desarrollo de la narración, la argumentación y la explicación. El dominio de estas formas discursivas constituye un requisito para participar en las prácticas áulicas. A pesar de que las unidades discursivas mencionadas se entrelazan en las interacciones cotidianas, las investigaciones previas priorizaron su estudio aislado sin abordar cómo se despliegan conjuntamente, configurando la textura de la conversación. En el estudio reportado se analizan la estructura y el anclaje interaccional de las narraciones, explicaciones y argumentaciones producidas durante situaciones de comida en el hogar. Se analizaron 181 unidades de discurso audio-registradas en los hogares de 11 niños de cuatro años de sectores medios de Argentina. Se observaron diferencias entre las unidades de discurso según su frecuencia, estructura (extensión, presencia de unidades imbricadas), así como en su anclaje interaccional y en el rol asumido por el niño en su producción. Se destaca el potencial de las conversaciones en las situaciones de comida para la adquisición de discurso extendido.

  • English

    The goal of this article is to contribute to our knowledge of the discursive environment of four-year-old children in which narration, argumentation and explanation occur. Mastery of these discursive forms is a requirement for participating in classroom practices. Even though these discourse units are intertwined in everyday interactions, previous studies prioritized studying them in isolation without examining how they are used together to shape the texture of the conversation. In the study reported here, the structure and interactional prompt of the narrations, explanations and argumentations that occur at mealtimes at home are analysed; specifically, 181 discourse units self-recorded in the homes of 11 four-year-old children from the Argentine middle class were analysed. Differences were found between the units in terms of their frequency, structure (length, presence of embedded units) and interactional prompts, as well as the role of the child when producing them. The potential of mealtime conversations in the acquisition of extended discourse stands out.

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