One plausible explanation for the formulation of the type of referential questions analyzed here lies in the stage of psychological development of these children, and the level of their knowledge of reality. In a number of works Piaget propounded that language is a logical consequence of the prior development of certain cognitive structures.They also realize that people do things with objects and that objects can be possessed and located in space. It therefore seems reasonable to expect that during the third year of life children' s referential questions will address these subjects which are the continuation of the knowledge constructed during the sensorimotor period - where an object is, what it does, what it is called, and who it belongs to.
Regulative questions aim to influence the behavior of the interlocutor, requesting help, guidance or permission to perform an action. They express an indirect request for action and their aim is to make the adult act or facilitate the action of the child, on the basis of the information that the adult provides. This type of question demonstrates again the importance of action in the initial phases of development. At the ages studied here, most of the activities that the children perform center on action and the manipulation of objects. However, the children present limitations due to their inexperience and age.
Socio-communicative questions differ from those that we have just examined since they arise in response to the course that the conversation takes. The origin of these questions is to be found then in the linguistic utterances of the speaker. These utterances cause surprise in the child because of the information that they contain, or incomprehension because of the choice of vocabulary, or, alternatively, may simply be inaudible. In all these cases the function of socio-communicative questions is to reestablish the communicative situation by clarification, repetition or confirmation of the utterance or word produced by the adult.
Questions form a part of the linguistic repertoire of children from a very early age. They reflect children' s cognitive and social development and have a markedly interpersonal nature, since the questions are addressed to the adult interlocutor. Questions perform a wide range of roles in the speech of children aged between two and three. They serve to obtain information about the surroundings (referential questions), act as indirect requests for action (regulative questions) and as indirect requests for objects (instrumental questions) and ask for clarification confirmation of an ambiguous or unclear message in the interests of continuation of the dialogue (socio-communicative questions).
目的规范问题影响语感的行为,请求帮助,指导或许可执行一个动作。他们表达了一种间接要求行动,其目的是使成人行为或促进孩子的作用的基础上,对成人提供的信息。这一类型的问题的重要性,演示了再行动的初始阶段发展。在这里读书的时代,大多数的活动,孩子们表演动作,操作中心的物品。然而,孩子们现在由于他们缺乏经验和限制的年龄。
Socio-communicative问题不同于那些我们刚刚进行回应,因为他们出现在谈话的过程需要。这些问题的起源是语言才找到助词的议长。这些话语引起惊奇孩子的信息,因为它们含有或不理解,因为词汇的选择,或者,相反,可能仅仅是熙熙攘攘。在所有这些情况中socio-communicative问题的功能恢复了交际环境下,澄清、重复或确认或词产生的扩大化大人。
问题的组成部分曲目的儿童语言从很小的年龄。它们反映了儿童的认知和社会发展,有一个明显的人际本性,因为问题是写给成人语感。问题进行广泛的角色在演讲的二维和三岁的儿童。他们获得的信息服务环境(指称问题),要求作为间接作用(调节问题)和间接请求对象(仪器的问题)确认并要求澄清一个模棱两可的或者不确定的信息的延续利益的对话(socio-communicative问题)。
目的规范问题影响语感的行为,请求帮助,指导或许可执行一个动作。他们表达了一种间接要求行动,其目的是使成人行为或促进孩子的作用的基础上,对成人提供的信息。这一类型的问题的重要性,演示了再行动的初始阶段发展。在这里读书的时代,大多数的活动,孩子们表演动作,操作中心的物品。然而,孩子们现在由于他们缺乏经验和限制的年龄。
Socio-communicative问题不同于那些我们刚刚进行回应,因为他们出现在谈话的过程需要。这些问题的起源是语言才找到助词的议长。这些话语引起惊奇孩子的信息,因为它们含有或不理解,因为词汇的选择,或者,相反,可能仅仅是熙熙攘攘。在所有这些情况中socio-communicative问题的功能恢复了交际环境下,澄清、重复或确认或词产生的扩大化大人。
问题的组成部分曲目的儿童语言从很小的年龄。它们反映了儿童的认知和社会发展,有一个明显的人际本性,因为问题是写给成人语感。问题进行广泛的角色在演讲的二维和三岁的儿童。他们获得的信息服务环境(指称问题),要求作为间接作用(调节问题)和间接请求对象(仪器的问题)确认并要求澄清一个模棱两可的或者不确定的信息的延续利益的对话(社交问题)。
社交问题与我们验证的从课本中反应出来的社交是的不同的，这个问题源于讲话者的发音，这些发音所包含的信息由于选择词汇的不同造成了孩子们彼此难以理解。基于这些社交问题的原因，需要用成人的话重建这些交流语言
一个很小的孩子的语言问题，反映了孩子的认知和社会发展之间有一个显著的人与人之间的自然个性。由于这个问题有了成人的参与，两到三岁的孩子说话的角色更宽泛了，他们从周围环境获得信息，（指导问题）作为间接要求的行动行为（调整问题）和间接要求的目标（起作用的问题）在他们感兴趣的话题上澄清有歧义的问题（社交问题）
基本就是这了，希望你会满意!
