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Two-Word Utterances 17
Pragmatic Differences
More directives, imperatives, and questions
More utterances designed to draw attention to aspects of objects
5. Social Precursors
Brown granted that “much meaning is carried by the structure and content of social
interaction” (13). But his research looked at mother-child interaction only as a “source
of linguistic training.” “Conversation was [viewed as] a source of knowledge, not a skill
to be studied in its own right at that time.” Increasingly, researchers started to examine
the possible role that social relationships and social interaction play in children’s
learning of language.
Problems with Brown’s Approach
Here’s one:
The semantics that Brown paid attention to was the semantics of propositions or
assertions. (cf. p. 29). So that what Brown calls a ‘simple sentence’ is a sentence that
makes a declarative assertion. His approach looks at the sentence in isolation, and
assumes that meaning is carried (coded) in grammar. In fact, meaning depends on
context, on speaker and hearer and circumstances of production, on surrounding
linguistic context, on presuppositions and other tacit knowledge not part of the
sentence (or even the utterance).
Semantics is not a matter solely of propositional content. There is an important
difference between a “truth-conditional” theory of meaning and a “useconditional” theory of meaning (Wittgenstein, Grice, Strawson).
The latter gives “logical priority to utterance-meaning over sentence-meaning....
All boundaries between formal and contextual aspects of language are seen as
artificial and ill conceived; the system as a whole is completely contextual and
does not possess autonomous components. If it is agreed that the task of
pragmatics is the study of language use in context, and if all language is
inherently contextualized, then pragmatics is the most general discipline
encompassing all aspects of language” (Ninio & Snow, 1999, p. 349-350)
Bloom, L. (1970). Language development: Form and function in emerging
grammars. Cambridge, MA: MIT Press.
Bloom, L., Capatides, J. B., & Tackeff, J. (1981). Further remarks on interpretive
analysis: In response to Christine Howe. Journal of Child Language, 8, 403-411.
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard
University Press.
Brown, R., & Fraser, C. (1964). The acquisition of syntax. In U. Bellugi & R.
Brown (Eds.), The acquisition of language (pp. 43-79). Chicago: The University of
Chicago Press.