El desarrollo de habilidades argumentativas: explicaciones y justificaciones

Abstract

This study examines the development of the explanatory function in the language of a child acquiring Spanish. The data are taken from spontaneous interactions between mother and child and span a range of a year and a half (1;7.20-2;11.7). I examine the speech acts to which the child attaches explanations and justifications; which are predominantly what have been termed “control acts”. I also examine the content of the explanations and the gradual emergence of explanatory markers (para que; porque). The results are discussed in terms of the socio-pragmatic development of the child; showing how the child incorporates into her acts knowledge of the context as well as knowledge of her interlocutor; including the mother’s possible intentions and motivations; thus giving evidence of the emergence of an incipient theory of mind before the age of three. The explanations and justifications function as politeness markers but they also have strategic uses in strengthening arguments for the purposes of convincing the interlocutor.