@article{Hendriks2021,

title = {Running or crossing? Children's expression of voluntary motion in English, German, and French},

author = {Henriette Hendriks and Maya Hickmann and Carla Pastorino Campos},

doi = {10.1017/S0305000921000271},

year  = {2021},

date = {2021-04-22},

urldate = {2021-04-22},

journal = {Journal of Child Language},

pages = {1 - 24},

abstract = {Much research has focused on the expression of voluntary motion (Slobin, 2004; Talmy, 2000). The present study contributes to this body of research by comparing how children (three to ten years) and adults narrated short, animated cartoons in English and German (satellite-framed languages) vs. French (verb-framed). The cartoons showed agents displacing themselves in variable Manners along different Paths (Path saliency and variance were specifically manipulated in four item types). Results show an increase with age across languages in how much information participants expressed. However, at all ages, more motion information was encoded in English and German than in French. Furthermore, language-specific features impacted the content and its organization within utterances in discourse, showing more variation within and across Path types in French than in the satellite-framed languages, resulting in later achievement of adult-like descriptions in this language. The discussion highlights the joint impact of cognitive and typological features on language development.},

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}

@article{Hendriks2019b,

title = {Voluntary motion events in Uyghur: A typological perspective},

author = {Henriette Hendriks and Alim Tusun},

doi = {10.1016/j.lingua.2019.05.003},

year  = {2019},

date = {2019-06-01},

urldate = {2019-06-01},

journal = {Lingua},

volume = {226},

number = {1},

abstract = {Previous decades have seen many studies on the expression of motion in language. Most are based on Talmy's (1985) motion event typology. While providing robust support for the typology, variations within and across typological groups have also been reported, leading to proposals to either expand the typology (Slobin, 2004, Ameka and Essegbey, 2013) or to understand it as a set of strategies that languages avail themselves of (Beavers et al., 2010; Croft et al., 2010). To further contribute to this line of research, this article examines the expression of voluntary motion by adult speakers of a Turkic language, modern Uyghur. Our analyses reveal that Uyghur is a prototypically verb-framed language. It is different from English (considered satellite-framed) at all levels of analysis and is systematic in adopting verb-framed lexicalisation patterns alike Turkish and to a lesser extent French. Our data lend support for Talmy's (2000) typology as conceived in a strategy-based typological framework (Croft et al., 2010; Hendriks & Hickmann, 2015).},

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tppubtype = {article}

}

@article{Hendriks2018,

title = {L’ expression des procès spatiaux causatifs chez les apprenants francophones du chinois: Pousser ou entrer?},

author = {Henriette Hendriks and Arnaud Arslangul and Maya Hickmann and Annie-Claude Demagny},

doi = {10.1075/lia.17005.ars},

year  = {2018},

date = {2018-12-31},

urldate = {2018-12-31},

journal = {Language, Interaction and Acquisition},

volume = {9},

number = {2},

pages = {256-293},

abstract = {Résumé Cette recherche, située dans le cadre proposé par Talmy ( 1985 , 1991 , 2000 ), analyse la façon dont des apprenants francophones du chinois langue étrangère (un groupe de niveau intermédiaire et un groupe de niveau avancé) expriment les procès spatiaux causatifs, en comparaison avec des locuteurs natifs du chinois et du français. La procédure utilisée est celle d’une analyse de corpus oraux produits à partir d’une description de séquences animées. Les réponses ont été étudiées au niveau du choix des informations exprimées, de la densité sémantique et de la façon dont les informations ont été encodées. Les résultats révèlent les phénomènes suivants : (1) les apprenants intermédiaires produisent des réponses qui sont en apparence proches de celles des locuteurs natifs du français, mais très différentes de celles des locuteurs natifs du chinois en tous points ; ils ont des difficultés à exprimer un nombre important d’informations dans un seul énoncé grammaticalement correct. En revanche, (2) les apprenants avancés s’éloignent du modèle de leur langue maternelle et montrent une progression nette vers la langue cible au niveau du choix et de la quantité d’informations exprimées ; cependant, les moyens linguistiques utilisés présentent encore des différences avec ceux des locuteurs natifs du chinois.},

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}

@article{Hendriks2018b,

title = {Caused motion across child languages: a comparison of English, German, and French},

author = {Henriette Hendriks and Maya Hickmann and Anne Katharina Harr and Philippe Bonnet},

doi = {10.17863/CAM.25732},

year  = {2018},

date = {2018-06-04},

urldate = {2018-06-04},

abstract = {Previous research on motion expression indicates that typological properties influence how speakers select and express information in discourse (Slobin, 2004; Talmy, 2000). The present study further addresses this question by examining the expression of caused motion by adults and children (three to ten years) in French (verb-framed) vs. English and German (satellite-framed). Participants narrated short animated cartoons showing an agent displacing objects and varying along several dimensions (Path, Manner). A significant increase with age was found in the number of expressed motion components in all languages, as well as an influence of Path (vertical>boundary crossing). However, at all ages, participants encoded more information in English and German than in French where more variation and structural changes occurred with increasing age. These findings highlight both cognitive and typological factors impacting the expression of caused motion in development. Implications of our findings are sketched in the discussion.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2015c,

title = {How language impacts memory of motion events in English and French},

author = {Henriette Hendriks and Helen Engemann and Eva Soroli and Maya Hickmann and Coralie Vincent},

doi = {10.1007/s10339-015-0696-7},

year  = {2015},

date = {2015-08-02},

urldate = {2015-08-02},

journal = {Cognitive Processing},

volume = {1},

number = {1},

pages = {209-213},

abstract = {This paper examines whether cross-linguistic differences in motion encoding affect event processing, specifically memory performance. We compared speakers of two languages which differ strikingly in how they habitually encode MANNER and PATH of motion (Talmy in Toward a cognitive semantics: typology and process in concept structuring, 2nd edn, vol 2. MIT Press, Cambridge, 2000). We tested French and English adult native speakers across three tasks that recruited and/or suppressed verbal processing to different extents: verbal event descriptions elicited on the basis of dynamic motion stimuli, a verbal memory task testing the impact of prior verbalisation on target recognition, and a non-verbal memory task, using a dual-task paradigm to suppress internal verbalisation. Results showed significant group differences in the verbal description task, which mirrored expected typological tendencies. English speakers more frequently expressed both MANNER and PATH information than French speakers, who produced more descriptions encoding either PATH or MANNER alone. However, these differences in linguistic encoding did not significantly affect speakers' memory performance in the memory recognition tasks, neither in the verbal nor in the non-verbal condition. The findings contribute to current debates regarding the conditions under which language effects occur and the relative weight of language-specific and universal constraints on spatial cognition.},

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}

@article{Hendriks2015d,

title = {Finding One's Path Into Another Language: On the Expression of Boundary Crossing by English Learners of French},

author = {Henriette Hendriks and Maya Hickmann},

doi = {10.1111/j.1540-4781.2015.12176.x},

year  = {2015},

date = {2015-02-01},

urldate = {2015-02-01},

journal = {Modern Language Journal},

volume = {99},

number = {S1},

pages = {14-31},

abstract = {Languages vary considerably in how they represent motion. One major source of variation (Talmy, 2000) depends on whether linguistic systems lexicalize path in the verb (verb-framed languages) or in satellites (satellite-framed languages). This typological difference involves more than different verb types in that it also affects elements outside the verb. The current study is concerned with the implications of such typological properties for second language learning, specifically studying speakers of a satellite-framed language (English) acquiring a verb-framed language (French). We hypothesize that typological differences between source and target languages should present some difficulties to learners. For English learners of French, an additional difficulty should result from the fact that French is not entirely consistent in its patterning, allowing English-like lexicalization patterns in some cases, but not in others. This requires the learners to discover the nature of the regularities from a target input that presents them with constrained variability.},

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}

@article{Hendriks2014,

title = {Convergence of temporal reference frames in sequential bilinguals: Event structuring unique to second language users},

author = {Henriette Hendriks and Norbert Vanek},

doi = {10.1017/S1366728914000765},

year  = {2014},

date = {2014-11-11},

urldate = {2014-11-11},

journal = {Bilingualism: Language and Cognition},

volume = {1},

number = {4},

pages = {1-16},

abstract = {Previous research suggests that the way grammatical aspect is encoded in the speaker's L1 influences event conceptualisation and its subprocesses even in highly advanced L2. Given the lack of consensus regarding the susceptibility to restructuring L1 principles in L2, this work contributes to the debate with two innovative components: it tests whether the susceptibility to adjust L1 (Czech and Hungarian) structuring principles in L2 (English) is dependent on a specific degree of L1-L2 overlap in aspect marking, and it examines unique learner-specific structuring techniques that surface in picture descriptions and film retellings, to illustrate how bilinguals’ temporal reference frames converge. Besides signalling the construction of a unitary conceptual frame, L2 results clearly show the importance of language distance for explaining the nature of sequential bilinguals’ temporal structuring. To embrace the implications of the reported phenomenon, a novel proposal is developed, incorporating grammatical knowledge types already at the stage of conceptualisation.},

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}

@article{Hendriks2011,

title = {How children express caused motion events in Chinese and English: Universal and language-specific influences},

author = {Henriette Hendriks and Yinglin Ji and Maya Hickmann},

doi = {10.1016/j.lingua.2011.07.001},

year  = {2011},

date = {2011-09-01},

urldate = {2011-09-01},

journal = {Lingua},

volume = {121},

issue = {12},

pages = {1796-1819},

abstract = {The domain of space presents interesting properties that can best illustrate the debate concerning universal versus language-specific determinants on acquisition. In this context, this study compares children’ spatial expressions in English and Chinese in an experimental situation in which participants described animated cartoons showing caused motion events. Our results show that, irrespective of language, children's utterances were semantically less dense than adults’ responses, reflecting some universal cognitive constraints at early stages of development. Further, striking crosslinguistic differences are attested: utterance density was significantly higher for Chinese children than for age-matched English children from three to eight years because of the availability in Chinese of an easily accessible resultative verb compound which facilitates the simultaneous encoding of varied motion components. The latter finding highlights the fact that language-specific factors have a significant influence on the acquisition of spatial language.},

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pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2011b,

title = {The expression of caused motion events in Chinese and in English: Some typological issues},

author = {Henriette Hendriks and Yinglin Ji and Maya Hickmann},

doi = {10.1515/ling.2011.029},

year  = {2011},

date = {2011-09-01},

urldate = {2011-09-01},

journal = {Linguistics},

volume = {49},

issue = {5},

pages = {1041-1076},

abstract = {The domain of space presents some interesting properties. On the one hand, spatial understanding by human beings is said to be universal and to share the same biological heritage; one the other hand, the linguistic systems encoding spatial knowledge vary strikingly. This paradox raises fundamental questions, including for language typology. In this context, the present study examines adults’ expression of caused motion events in Chinese versus English in the frameworks proposed by Talmy 2000 (i.e., verb-framed versus satellite-framed) and Slobin 2004 (i.e., equipollently framed) regarding the expression of spatial information across languages. The results of a cartoon-based production task reveal that, although both languages tend to express equally frequently the same set of semantic components for motion (Path, Manner, Cause, etc.), Chinese greatly differs from English in terms of where this information is encoded and how it is distributed across utterances. On the basis of these findings, it is suggested that it is better to understand Chinese on its own merits: this language shows both satellite- and verb-framing properties, thus demonstrating a “parallel” system.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2011d,

title = {Developmental perspectives on the expression of motion in speech and gesture. A comparison of French and English},

author = {Henriette Hendriks and Maya Hickmann and Marianne Gullberg},

doi = {10.1075/lia.2.1.06hic},

year  = {2011},

date = {2011-07-04},

urldate = {2011-07-04},

journal = {Language, Interaction and Acquisition},

volume = {2},

issue = {1},

pages = {129-156},

abstract = {Recent research shows that adult speakers of verb- vs. satellite-framed languages (Talmy, 2000) express motion events in language-specific ways in speech (Slobin 1996, 2004) and co-verbal gestures (Duncan 2005; Kita & Özyurek 2003; McNeill 1992). Although such findings suggest cross-linguistic differences in the expression of events, little is still known about their implications for first language acquisition. This paper examines how French and English adults and children (ages four and six) express Path and Manner in speech and gesture when describing voluntary motion presented in animated cartoons. The results show that English adults conflate Manner+Path in speech more often than French adults who frequently talk about Path only. Both groups gesture mainly about Path only, but English adults also conflate Manner+Path into single gestures, whereas French adults never do so. Children in both languages are predominantly adult-like in speech and gesture from age four on, but also display developmental progressions with increasing age. Finally, speech and gestures are predominantly co-expressive in both language groups and at all ages. When modalities differ, English adults typically provide less information in gesture (Path) than in speech (Manner+Path; ‘Manner modulation’ phenomenon), whereas French adults express complementary information in speech (Manner) and gesture (Path). The discussion highlights theoretical implications of such bi-modal analyses for acquisition and gesture studies},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2011e,

title = {Children's expression of voluntary motion events in English and Chinese},

author = {Henriette Hendriks and Yinglin Ji and Maya Hickmann},

year  = {2011},

date = {2011-01-01},

urldate = {2011-01-01},

journal = {Journal of Foreign Languages 外国语},

volume = {34},

pages = {2－20},

abstract = {The domain of space presents some interesting properties. On the one hand, spatial understanding by human beings is said to be universal and to share the same biological heritage; on the other, the linguistic systems encoding spatial knowledge vary strikingly. This paradox raises fundamental questions, among other things, for the general issue of first language acquisition: when children acquire spatial expressions in their own language, are they constrained by a universal set of cognitive determinants or do they follow language-specific patterns from early on? The present study investigates the expression of voluntary motion events by Chinese and English children across ages in cartoon-based production tasks. Our results show first of all that typological properties influence the information density of children’s utterances. Regardless of age, children express denser semantic information in Chinese than in English because of the availability in Chinese of an easily accessible resultative verb compound which facilitates the simultaneous encoding of varied semantic components for motion. Second, a striking developmental tendency occurs in English between the ages of 3 to 5 and adulthood, whereas in Chinese such a developmental tendency is significantly less pronounced. Generally, the present study highlights the implications of typological constraints for the debate concerning universal versus language-specific determinants in language acquisition.},

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}

@article{Hendriks2011f,

title = {Space in second language acquisition},

author = {Henriette Hendriks and M. Hickmann},

year  = {2011},

date = {2011-01-01},

journal = {Language and Bilingual Cognition},

pages = {315 - 339},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2011i,

title = {Expressing voluntary motion in a second language: English learners of French},

author = {Henriette Hendriks and Maya Hickmann},

year  = {2011},

date = {2011-01-01},

urldate = {2011-01-01},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2010,

title = {Space, language, and cognition: New advances in acquisition research},

author = {Henriette Hendriks and Maya Hickmann and Katrin Lindner},

doi = {10.1515/COGL.2010.006},

year  = {2010},

date = {2010-05-01},

urldate = {2010-05-01},

journal = {Cognitive Linguistics},

volume = {21},

issue = {2},

abstract = {In this introductory chapter to the present special issue about “Space, language and cognition: developmental perspectives”, we introduce some of the main questions that are currently debated concerning the relationships between cognitive and linguistic representations in the domain of space. This collection of papers addresses these questions by bringing together contributions from different disciplines, theoretical perspectives, and methodological approaches. All papers start out with the assumption that spatial cognition is not indifferent to spatial language and aim at specifying how the two might be best related by examining the development of spatial representations in children and adults through language use and acquisition.},

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tppubtype = {article}

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@article{Hendriks2010b,

title = {Typological constraints on the acquisition of spatial language in French and English},

author = {Henriette Hendriks and Maya Hickmann},

doi = {10.1515/COGL.2010.007},

year  = {2010},

date = {2010-05-01},

urldate = {2010-05-01},

journal = {Cognitive Linguistics},

volume = {21},

issue = {2},

abstract = {Typological analyses (Talmy 2000) show that languages vary a great deal in how they package and distribute spatial information by lexical and grammatical means. Recent developmental research suggests that children's language acquisition is constrained by such typological properties from an early age on, but the relative role of such constraints in language and cognitive development is still much debated (Bowerman 2007; Bowerman and Choi, 2003; Slobin 1996, 2003a, 2003b, 2006). In the context of this debate, we compare the expression of motion in two data bases of child English vs. French: 1) experimentally induced productions about caused motion (adults and children of three to ten years); 2) spontaneous productions about varied types of motion events during earlier phases of acquisition (18 months to three years). The results of both studies show that the density of information about motion increases with age in both languages, particularly after the age of five years. However, they also show striking cross-linguistic differences. At all ages the semantic density of utterances about motion is higher in English than in French. English speakers systematically use compact structures to express multiple types of information (typically MANNER and CAUSE in main verbs, PATH in other devices). French speakers rely more on verbs and/or distribute information in more varied ways across parts of speech. The discussion highlights the joint impact of cognitive and typological factors on language acquisition, and raises questions to be addressed in further research concerning the relation between language and cognition during development.},

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@article{nokey,

title = {Space, language, and cognition: developmental perspectives},

author = {Henriette Hendriks and Maya Hickmann and Katrin Lindner},

year  = {2010},

date = {2010-01-01},

urldate = {2010-01-01},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2008,

title = {How adult English learners of French express caused motion: A comparison with English and French natives},

author = {Henriette Hendriks and Maya Hickmann and Annie-Claude Demagny},

doi = {10.4000/aile.3973},

year  = {2008},

date = {2008-09-30},

urldate = {2008-09-30},

journal = {Acquisition et interaction en langue étrangère},

abstract = {This study examines the impact of typological properties (satellite - vs. verb-framed languages) on the expression of caused motion during adult second language acquisition. Productions were elicited by means of animated cartoons from 24 English learners of French (12 low-intermediate, 12 advanced) as compared to 24 native speakers (12 English, 12 French). The responses of native speakers differed with respect to semantic density (English>French) and to the systematic (English) vs. variable (French) devices used. As for learners, their utterance density increased with proficiency level as they acquired complex structures. Source/target language properties influenced this process, as shown by their increasing attempt to produce target-like structures that nonetheless remained source-like at both proficiency levels. These typological constraints suggest that learners do not construct an entirely independent linguistic system during second language acquisition and that L2 mastery may require some re-conceptualization of spatial information. The discussion indicates research directions that might explore the implications of these results for language teaching.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2008b,

title = {L’organisation de l’information en topique dans les discours: Descriptifs en L1 et en L2},

author = {Henriette Hendriks and Watorek Marzena},

doi = {10.4000/aile.3372},

year  = {2008},

date = {2008-06-30},

urldate = {2008-06-30},

journal = {Acquisition et interaction en langue étrangère},

abstract = {Cet article présente une étude de l'organisation de l'information en topique dans le discours descriptif à visée spatiale, produit par des locuteurs natifs adultes et enfants, en anglais, en polonais et en français ainsi que par des apprenants adultes polonais et anglais en français L2. De façon générale, la présente étude s'articule autour de deux grandes questions: - quel est le poids des spécificités systémiques des langues dans l'acquisition des procédures nécessaires à la construction du discours en L1 et en L2 ? -quelle importance doit-on accorder au développement cognitif dans la comparaison de l'acquisition de la construction du discours en L1 et en L2 ? Dans quelle mesure les discours des enfants seraient limités par la maturité cognitive? Par ailleurs, cette étude permet de revenir sur la notion même de topique, notion qui pose de nombreux problèmes de définition dans la littérature existante. Nos résultats montrent que l'âge et les différences interlinguistiques influencent considérablement l'organisation de l'information au niveau du discours et de l'énoncé. Ainsi, les enfants de trois langues construisent à 4 ans des descriptions très différentes de celles produites par des locuteurs plus âgés. De plus, les anglophones organisent l'information au niveau de l'énoncé, en L1 et en L2, de façon différente que les polonophones et francophones. Nos résultats permettent également de revenir sur les questions portant sur la définition du topique en s'appuyant des critères indépendants des structures linguistiques utilisées pour l'exprimer.},

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@article{Hendriks2008c,

title = {Learning to talk and gesture about motion in French},

author = {Henriette Hendriks and Marianne Gullberg and Maya Hickmann},

editor = {2008/03/01},

doi = {10.1177/0142723707088074},

year  = {2008},

date = {2008-03-01},

urldate = {2008-03-01},

journal = {First Language},

volume = {28},

issue = {2},

pages = {200 - 236},

abstract = {This study explores how French adults and children aged four and six years talk and gesture about voluntary motion, examining (1) how they encode path and manner in speech, (2) how they encode this information in accompanying gestures; and (3) whether gestures are co-expressive with speech or express other information. When path and manner are equally relevant, children's and adults' speech and gestures both focus on path, rather than on manner. Moreover, gestures are predominantly co-expressive with speech at all ages. However, when they are non-redundant, adults tend to gesture about path while talking about manner, whereas children gesture about both path and manner while talking about path. The discussion highlights implications for our understanding of speakers' representations and their development.},

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pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2008e,

title = {How English native speakers learn to express caused motion in English and French},

author = {Henriette Hendriks and Annie-Claude Demagny and Maya Hickmann},

year  = {2008},

date = {2008-01-01},

urldate = {2008-01-01},

journal = {Acquisition et Interaction en Langue Étrangère},

volume = {27},

pages = {15 - 41},

abstract = {This study examines the impact of typological properties (satellite - vs. verb framed languages) on the expression of caused motion during adult second language acquisition. Productions were elicited by means of animated cartoons from 24 English learners of French (12 low-intermediate, 12 advanced) as compared to 24 native speakers (12 English, 12 French). The responses of native speakers differed with respect to semantic density (English>French) and to the systematic (English) vs. variable (French) devices used. As for learners, their utterance density increased with proficiency level as they acquired complex structures. Source/target language properties influenced this process, as shown by their increasing attempt to produce target-like structures that nonetheless remained source-like at both proficiency levels. These typological constraints suggest that learners do not construct an entirely independent linguistic system during second language acquisition and that L2 mastery may require some reconceptualization of spatial information. The discussion indicates research directions that might explore the implications of these results for language teaching. Keywords : second language acquisition, typology, space, caused motion.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2006,

title = {Static and dynamic location in French and in English},

author = {Henriette Hendriks and Maya Hickmann},

doi = {10.1177/0142723706060743},

year  = {2006},

date = {2006-02-01},

journal = {First Language},

volume = {26},

issue = {1},

pages = {103-135},

abstract = {Available research (Bowerman & Choi, 2003; Slobin, 1996) shows crosslinguistic differences in how children talk about space, suggesting the impact of languagespecific factors on language acquisition. This study compares the productions of French children aged 3, 4 and 5 years (N = 60) with those of French and English adults (N = 40) in two tasks that required them to locate objects and to describe object displacements. French adults frequently rely on verbs and focus on manner of attachment, whereas English adults frequently rely on satellites and focus on posture or manner of displacement. French children show few age differences between 3 and 5 years, generally following the French pattern from 3 years on, although they also differ from both groups of adults in some respects, showing developmental changes (overgeneralizations in prepositional use, expansion of the verbal lexicon). The discussion highlights the impact of language-specific determinants of acquisition in relation to the typological properties of French and English as verb-framed vs. satellite-framed languages. It is argued that languages invite speakers to rely on different linguistic means (information locus) and to pay attention to different types of information (information focus), thereby inducing different ways of organizing underlying spatial categories.},

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}

@article{Hendriks2005,

title = {MASAHIKO MINAMI (2002) Culture-specific language styles: the development of oral narrative and literacy. Published in the series ‘Child language and child development’, series editor Li Wei. Clevedon: Multilingual Matters},

author = {Henriette Hendriks},

doi = {10.1017/S0305000904006762},

year  = {2005},

date = {2005-02-01},

urldate = {2005-02-01},

journal = {Journal of Child Language},

volume = {32},

issue = {1},

pages = {241-247},

abstract = {This book is concerned with language development and, in particular, with the construction of personal narratives by monolingual Japanese children at four and five years of age. Data considered are monologic narratives as con-structed by the children of their own accord, mother—child co-constructed personal narratives, and mother—child interactions around book-reading activities. The aim of the book is to determine how much the development of narrative skills is universal versus language-specific; how far mothers and other caretakers influence this development; and how important cultural differences are for this development. The author hopes that the book will provide an accurate portrait of how early social interactions help children acquire communicative competence, and thus help them become competent members of society. In looking at Japanese children in particular, the author hopes to contribute a more cross-cultural understanding of the de-velopment of narrative skills. Results of the study lead into issues of the transmission from home to school situations and its effects on narrative skills; cross-cultural differences in expectancies about what a 'good' personal narrative is; problems for children being evaluated in a foreign language/ culture, and problems for the teaching of narrative skills in a second language. The book has nine chapters. The main body of the book is followed by an extensive bibliography, and an index of subjects and authors. 



Following Vygotsky's and Bruner's ideas on the child's cognitive devel-opment, Minami assumes that children need opportunities for cooperative verbal and nonverbal interactions with adults to become competent speakers of a language, and that it is through meaningful social interactions with those adults guiding and scaffolding the child's participation that the child develops socio-culturally appropriate ways of using language. Two of the typical early socio-cultural language practice situations are singled out in Minami's book : book-reading and personal narratives with or without scaffolding.},

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pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2004,

title = {Le marquage de l’aspect en chinois LM et LE},

author = {Henriette Hendriks and Limin Jin},

doi = {10.4000/aile.1166},

year  = {2004},

date = {2004-06-02},

urldate = {2004-06-02},

journal = {Acquisition et interaction en langue étrangère},

abstract = {Over the last twenty-five years, it has been found that in both L1 and L2 interlanguage verb inflections emerge in an observable restricted pattern that deviates from the target (See Andersen and Shirai 1994, 1996, and Bardovi-Harlig 1999, 2000 for very good reviews). Past tense or perfective marking tends to associate first with only Achievement and Accomplishment predicates whereas progressive marking is used exclusively on Activities. In languages that grammaticalise the distinction between the perfective and the imperfective, perfective past precedes imperfective past, and the latter starts with States and Activities. Progressive marking never generalises to States in L1, but it does in L2 although very rarely, as pointed out by Bardovi-Harlig (1999-2000). This phenomenon has been labelled as the Aspect Hypothesis (AH) because both the L1 and L2 learners seem to be initially “influenced by the inherent semantic aspect of verbs or predicates in the acquisition of tense and aspect markers” ( Andersen and Shirai 1994 ; 133). Although the Aspect Hypothesis has been well-attested in research on the L1 and L2 acquisition of such Indo-European languages as English, French German, Italian and Spanish, studies to test the Aspect Hypothesis in the L1 and L2 acquisition of Chinese have been scarce. This paper attempts to fill in the gap. Moreover, the present study, by using the same elicitation material for both L1 and L2 learner groups, aims at finding out whether the development of aspect marking in L1 and L2 Chinese follow the same pattern and also at providing an explanation for the similarities and differences.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2004b,

title = {L'expression de la localisation et du mouvement dans les descriptions et les récits en L1 et L2},

author = {Henriette Hendriks and Watorek Marzena and Patrizia Giuliano},

doi = {10.3917/lang.155.0106},

year  = {2004},

date = {2004-01-01},

urldate = {2004-01-01},

journal = {Langages},

volume = {155},

issue = {3},

abstract = {Le rôle des particules additives dans la construction de la cohésion discursive en langue maternelle et en langue étrangère Recent research in language acquisition suggests that an important factor causing the difference between child L1 and adult L2 acquisition is the capacity to engage in complex verbal tasks. Thus, the construction of discourse (with its conceptual and linguistic complexities) seems constraint in the adult L2 case mainly by a lack of linguistic means; in the child L1 case by the gradual development of conceptual and communicative capacities. We tested this hypothesis by analysing reference to space in two tasks, a narrative and a description, as produced by child L1 and adult L2 learners of various source and target languages. Results confirm the hypothesis, and show that whereas both types of learners adapt to language-specific means available in the target, children have more problems conceptually with the task, whereas adults can compensate for their linguistic problems, given their understanding of the communicative situation.

},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2000,

title = {Aspect and Assertion in Mandarin Chinese},

author = {Henriette Hendriks and Wolfgang Klein and Ping Li},

doi = {10.1023/A:1006411825993},

year  = {2000},

date = {2000-11-01},

urldate = {2000-11-01},

journal = {Natural Language & Linguistic Theory},

volume = {18},

issue = {4},

pages = {723-770},

abstract = {Chinese has a number of particles such as le, guo, zai and zhe that add a particular aspectual value to the verb to which they are attached. There have been many characterisations of this value in the literature. In this paper, we review several existing influential accounts of these particles, including those in Li and Thompson (1981), Smith (1991), and Mangione and Li (1993). We argue that all these characterisations are intuitively plausible, but none of them is precise.We propose that these particles serve to mark which part of the sentence's descriptive content is asserted, and that their aspectual value is a consequence of this function. We provide a simple and precise definition of the meanings of le, guo, zai and zhe in terms of the relationship between topic time and time of situation, and show the consequences of their interaction with different verb expressions within thisnew framework of interpretation.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks2000b,

title = {The acquisition of topic marking in L1 Chinese and L1 and L2 French},

author = {Henriette Hendriks},

doi = {10.1017/S0272263100003041},

year  = {2000},

date = {2000-09-01},

urldate = {2000-09-01},

journal = {Studies in Second Language Acquisition},

volume = {22},

issue = {3},

pages = {369 - 397},

abstract = {This paper focuses on the acquisition of linguistic devices used for discourse cohesion in Chinese and French. Particular attention is paid to how two types of learners (child L1 [Chinese, French] and adult L2 [Chinese learning French]) acquire the linguistic means for marking topics, in particular French dislocation,and its discourse-pragmatic functions. Data consist of narratives based on picture sequences, produced in absence of mutual knowledge. Previous studies in L2 acquisition have shown that, at early stages, adult learners' utterances and texts are organized along semantic and pragmatic principles, rather than along structural ones. These principles play a preponderant role in Chinese as well. French shares this tendency with Chinese, insofar as particular utterance patterns—dislocations—mark topic and antitopic. Results show that French children have to acquire the discourse functions related to dislocations. Postbasic-variety adult learners readily use French dislocations to mark—appropriately—a variety of discourse-pragmatic functions. However, the adult learners quite often use forms that deviate from the dislocated form found in target language French. This is all the more interesting because the chosen forms, though not usable without a certain context in standard French, do occur in colloquial French and are clearly functionally related to the target forms.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks1999,

title = {Cohesion and anaphora in children's narratives: A comparison of English, French, German, and Mandarin Chinese},

author = {Henriette Hendriks and Maya Hickmann},

doi = {10.1017/S0305000999003785},

year  = {1999},

date = {1999-07-01},

urldate = {1999-07-01},

journal = {Journal of Child Language},

volume = {26},

issue = {2},

pages = {419-452 },

abstract = {The aim of this study is to determine universal vs. language-specific aspects of children's ability to organize cohesive anaphoric relations in discourse. Analyses examine narratives produced on the basis of two picture sequences by subjects of four ages (preschoolers, seven-year-olds, ten-year-olds, adults) in four languages: English (n = 80), German (n = 40), French (n = 40), and Mandarin Chinese (n = 40). Particular attention is placed on the impact of syntactic, semantic, and pragmatic factors in determining the uses of referring expressions and of word order in the maintenance of reference to the animate characters. Although subjecthood and agency determine NP position within the clause, role relations in discourse coreference account for NP form in all languages, notwithstanding some variations across languages, ages, and referents (e.g. density of coreference, null elements vs. overt pronouns, clause structures). It is concluded that the development of anaphora is determined by universal pragmatic principles and by language-specific properties characterizing how languages map discourse-internal and sentence-internal functions onto the same forms.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks1998,

title = {Comment il monte le chat ? en grimpant !*: L’acquisition de la référence spatiale en chinois, français et allemand LM et LE},

author = {Henriette Hendriks},

doi = {10.4000/aile.1454},

year  = {1998},

date = {1998-09-01},

urldate = {1998-09-01},

journal = {Acquisition et interaction en langue étrangère},

pages = {147  - 190},

abstract = {This paper focuses on the acquisition of reference to space and has three main objectives : to examine the impact of phrasal and discourse factors on the acquisition process ; to distinguish between universal vs language specific aspects ; to study the impact of maturity on language acquisition. The data base consists of narratives produced on the basis of picture sequences in French, Chinese and German as a first and second language. The results show that both adult learners and children have trouble mastering the plurifunctionality of linguistic means and start out expressing only some of the functions (cf. Slobin’s operating principles). Whereas adult learners tend to express the discourse functions first, i.e., to make the distinction between new and given information or Figure and Ground, children tend to grasp the functions on a phrasal and purely referential level (using articles as the grammatical marker for number, gender and case). The language-specific mode of packaging spatial information has no overwhelming influence on first language acquisitio. This is in contrast to second language acquisition : adults have to acquire a new way of distributing spatial information whereas their conception of space seems fixed through the acquisition of their first language.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks1998b,

title = {Spatial reference in narratives of French school children: A crosslinguistic perspective},

author = {Henriette Hendriks and Françoise Roland and Maya Hickmann},

year  = {1998},

date = {1998-05-01},

urldate = {1998-05-01},

journal = {Langue française},

pages = {104 - 123},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks1998c,

title = {Reference to person and space in narrative discourse: a comparison of adult second language and child first language acquisition},

author = {Henriette Hendriks},

year  = {1998},

date = {1998-01-01},

urldate = {1998-01-01},

journal = {Stud. Ital. Linguist. Teor. Appl},

volume = {27},

pages = {67 - 86},

abstract = {This paper focuses on the acquisition of Gerrnan and Chinese linguistic devices necessary for the expression of reference to person and space by adult learners (L2 acquisition) as compared to children (L1 acquisition). Particular attention is paid to how both types of learners introduce protagonists and their locations and maintain reference to them at the sentence and discourse levels. Data consist of narratives produced in a situation of no mutual knowledge, on the basis of two picture sequences by: (1) 4- to 10-year-old monolingual Chinese and German children; (2) monolingual Chinese and German adults; (3) Chinese adults learning German at 4 different proficiency levels. Results in previous studies on L1 acquisition show that children do not distinguish given vs. new information until relatively late. They furthermore show differences in how children begin to mark this distinction across languages, depending on the means available in the language they are acquiring. It was also found that marking information status is more consistent for reference to person than for reference to space. Results in this study show that L2 learners mark information status from the earliest proficiency level on. A progression is found only in the correctness of forms (i.e., less gender and case errors with proficiency). Differences between reference to person and space in the marking of information status is less clear than in the L1 data but still present. The discussion focuses on how the two kinds of knoledge on the one hand, and language-specific differences on the other hand affect the developmental course of L2 vs. L1 learners.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks1996,

title = {The marking of new information in children's narratives: A comparison of English, French, German and Mandarin Chinese},

author = {Henriette Hendriks and Françoise Roland and James Liang and Maya Hickmann},

doi = {10.1017/S0305000900008965},

year  = {1996},

date = {1996-10-01},

urldate = {1996-10-01},

journal = {Journal of Child Language},

volume = {23},

issue = {3},

pages = {591 - 619},

abstract = {This study examines children's uses of nominal determiners (‘local markings’) and utterance structure (‘global markings’) to introduce new referents. Two narratives were elicited from preschoolers, seven-year-olds, ten-year-olds, and adults in English (N = 80), French (N = 40), German (N = 40), and Chinese (N = 40). Given typological differences (e.g. richness of morphology), these languages rely differentially on local vs. global devices to mark newness: postverbal position is obligatory in Chinese (determiners optional), indefinite determiners in the other languages (position optional). Three findings recur across languages: obligatory newness markings emerge late (seven-year-olds); local markings emerge first, including Chinese optional ones; local and global markings are strongly related. Crosslinguistic differences also occur: English-speaking preschoolers use local markings least frequently; until adult age global markings are rare in English, not contrastive in German and not as frequent in Chinese as in French, despite obligatoriness. It is concluded that three factors determine acquisition: (1) universal discourse factors governing information flow; (2) cognitive factors resulting from the greater functional complexity of global markings; (3) language-specific factors related to how different systems map both grammatical and discourse functions onto forms.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hendriks1995,

title = {5 The acquisition of Dutch},

author = {Henriette Hendriks and Wolfgang Klein and Josée Coenen and Korrie van Helvert},

doi = {10.1075/sibil.7.06kle},

year  = {1995},

date = {1995-01-01},

urldate = {1995-01-01},

keywords = {},

pubstate = {published},

tppubtype = {article}

}