Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent
Abstract
:1. Introduction
1.1. The Rise of Pragmatic Language Development
1.2. Pragmatic Language Development: Infancy
1.3. Pragmatic Language Development: Adolescence
1.4. The Scope of Pragmatic Language Development
1.5. Scientific Contributions for Pragmatics
1.6. Purpose of the Present Study
2. Methods
2.1. Research Methods
2.2. Measures
2.3. Data Collection and Sample
2.4. Data Analysis
3. Results
3.1. Result Overview
3.2. Bibliometric Indicators for the Study of Pragmatic Language Development
Overview of PLD Studies from Scopus, Web of Science, and Lens
3.3. Production of PLD Research by Country and University
3.4. Production of PLD Research by Journal and Publisher
3.5. Production of PLD by Research Area, Keywords, and Co-Occurrence
3.6. Production of PLD Knowledge by Authors
3.7. Scientometric Indicators for the Study of PLD
Overview of PLD Studies from Scopus, Web of Science, and Lens
3.8. Impact of Research on PLD by Clusters, Citation Counts, Citation Bursts, Centrality, and Sigma
3.8.1. Clusters
3.8.2. Citation Counts
3.8.3. Bursts
3.8.4. Centrality
3.8.5. Sigma
4. Discussion
- (1)
- Analysing PLD as a social behaviour through the lens of executive functions;
- (2)
- Studying PLD as a social behaviour based on social understanding;
- (3)
- Examining PLD as a social behaviour associated with autism spectrum disorder;
- (4)
- Developing an understanding of PLD in academic settings through the examination of executive functions;
- (5)
- Identifying pragmatic competence versus communicative competence as a social behaviour;
- (6)
- Analysing pragmatic language skills in aphasic patients via epistemic stances (i.e., attitudes towards knowledge in interaction);
- (7)
- Investigating PLD as a behavioural problem in the context of a foreign language;
- (8)
- Assessing PLD as a behavioural problem in individuals with autism spectrum disorder;
- (9)
- Assessing PLD in persons with traumatic brain injury and closed head injury as a behavioural problem;
- (10)
- Identifying the role of the right hemisphere in executive functions as a cognitive substrate;
- (11)
- Assessing the impact of pragmatic failure in speech acts on pragmatic competence;
- (12)
- Investigating the patterns of PLD among learning-disabled children.
5. Practical Implications
6. Theoretical Implications
7. Limitations and Future Directions
8. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Using Language | Changing Language | Following Rules |
---|---|---|
Greetings (e.g., Hello. Goodbye. How are you?) | Used according to the needs of a listener or situation | Used for conversations and storytelling |
Informing (e.g., I am leaving.) | Talking differently to a baby than to an adult | Taking turns in conversation |
Demanding (e.g., Pick up the toy.) | Giving background information to an unfamiliar listener | Introducing topics of conversation |
Promising (e.g., I am going to the playground.) | Speaking differently in a classroom than on a playground | Staying on topic |
Requesting (e.g., Do you want to go along?) | Rephrasing when misunderstood | |
Using verbal and non-verbal signals | ||
How close to stand to someone when speaking | ||
Using facial expressions | ||
Using eye contact |
Source Journal | Host Country | Publisher | Span | Volumes | Web Address | Scope of the Journal |
---|---|---|---|---|---|---|
Children | Switzerland | MDPI AG | 2020–2021 | 9 | https://www.mdpi.com/journal/children, accessed on 10 July 2022 | Sharing clinical, epidemiological, and translational science relevant to children’s health. |
Children and Youth Services Review | United Kingdom | Elsevier Ltd. | 1979–2021 | 18 | https://www.sciencedirect.com/journal/children-and-youth-services-review, accessed on 10 July 2022 | Focusing on disadvantaged or otherwise at-risk children, youth, families, and the systems supporting them. Research relevant to policies, interventions, programs, and services that enhance well-being is conducted in this forum. |
Child Development | United States | Wiley-Blackwell | 1945–1948, 1950–2021 | 93 | https://srcd.onlinelibrary.wiley.com/journal/, accessed on 10 July 2022 | Providing the latest research to researchers and theorists as well as child psychiatrists, clinical psychologists, psychiatric social workers, early childhood education specialists, school psychologists, special education teachers, and other researchers. |
Journal of Child Language | United Kingdom | Cambridge University Press | 1974–2021 | 49 | https://www.cambridge.org/core/journals/journal-of-child-language, accessed on 10 July 2022 | Taking a comprehensive look at children’s language behavior, the principles underlying it, and the theories that explain it. |
Language Learning and Development | United Kingdom | Taylor and Francis Ltd. | 2010–2021 | 18 | https://www.tandfonline.com/loi/hlld20, accessed on 10 July 2022 | Providing an opportunity for interaction among a wide community of scholars and practitioners interested in language acquisition. |
International Journal of Language and Communication Disorders | United States | Wiley-Blackwell | 1966–2021 | 57 | International Journal of Language & Communication Disorders-Wiley Online Library | Speech, language, and communication disorders, as well as speech and language therapy, are all welcome. |
Journal of Speech, Language, and Hearing Research | United States | American Speech–Language–Hearing Association (ASHA) | 1996–2021 | 65 | https://pubs.asha.org/journal/jslhr, accessed on 10 July 2022 | Publishing peer-reviewed research and other scientific articles on speech, language, hearing, cognition, oral motor skills, and swallowing. |
Infants and Young Children | United States | Lippincott Williams and Wilkins Ltd. | 1988–2021 | 35 | https://journals.lww.com/iycjournal/pages/default.aspx, accessed on 10 July 2022 | Providing support to children with disabilities and their families, ages birth to five. |
Autism and Developmental Language Impairments | United Kingdom | SAGE Publications Ltd. | 2018–2021 | 7 | https://journals.sagepub.com/home/dli, accessed on 10 July 2022 | Contributing to the shaping of research in developmental communication disorders. |
Studies in Pragmatics | Netherlands | Brill Academic Publishers | 2009–2010, 2012, 2014–2017 | 21 | https://brill.com/view/serial/SIP, accessed on 10 July 2022 | Providing high-quality theoretical, analytical, and applied pragmatic studies in a widely read, respected international forum. |
Element | Definition/Specification/Retrieved Data | Database/Software | ||
---|---|---|---|---|
Indicator | Scopus | WOS | Lens | |
Bibliometric | ||||
Year | Production size by year | √ | √ | √ |
Country | Top countries publishing in the field | √ | √ | √ |
University | Top universities, research centres, etc. | √ | √ | √ |
Source | Top journals, book series, etc. | √ | √ | √ |
Publisher | Top publishers | X | √ | √ |
Subject area | Top fields associated with the field | √ | √ | √ |
Author | Top authors publishing in the field | √ | √ | √ |
Citation | Top cited documents | √ | √ | √ |
Scientometric | CiteSpace | VOSviewer | ||
Betweenness centrality | Achieved when located on a path between two nodes [81]. | √ | X | |
Burst detection | Determines the frequency of a certain event in a certain period (e.g., the frequent citation of a certain reference during a period of time) [82]. | √ | X | |
Co-citation | When two references are cited by a third reference [83]. CiteSpace provides a document co-citation network for references and an author co-citation network for authors. In VOSviewer, co-citation is defined as “the relatedness of items is determined based on the number of times they are cited together” [80] (p. 5). Units of analysis include cited authors, references, or sources. | √ | √ | |
Silhouette | Used in cluster analysis to measure the consistency of each cluster with its related nodes [79]. | √ | X | |
Sigma | To measure the strength of a node in terms of betweenness centrality and citation burst [79]. | √ | X | |
Clusters | “We can probably eyeball the visualized network and identify some prominent groupings” [79] (p. 23). | √ | √ | |
Citation | “The relatedness of items is determined based on the number of times they cite each other” [80] (p. 5). Units of analysis include documents, sources, authors, organisations, or countries. | √ | √ | |
Keywords | CiteSpace provides co-occurring author keywords and keywords plus. In VOSviewer, for co-occurrence analysis: “the relatedness of items is determined based on the number of documents in which they occur together” [80] (p. 5). Units of analysis include author keywords, all keywords, or keywords plus. | √ | √ |
Scopus (TITLE-ABS-KEY (“pragmatic language development”) OR TITLE-ABS-KEY (“pragmatic development”) OR TITLE-ABS-KEY (“pragmatic language skills”) OR TITLE-ABS-KEY (“pragmatic skills”) OR TITLE-ABS-KEY (“pragmatic language competence”) OR TITLE-ABS-KEY (“pragmatic competence”) OR TITLE-ABS-KEY (“pragmatic language acquisition”) OR TITLE-ABS-KEY (“pragmatic acquisition”) OR TITLE-ABS-KEY (“pragmatic language learning”) OR TITLE-ABS-KEY (“pragmatic learning”) OR TITLE-ABS-KEY (“pragmatic language performance”) OR TITLE-ABS-KEY (“pragmatic performance”)) AND (EXCLUDE (EXACTSRCTITLE, “Journal Of Hazardous Materials”)) AND (LIMIT-TO (DOCTYPE, “ar”) OR LIMIT-TO (DOCTYPE, “ch”) OR LIMIT-TO (DOCTYPE, “re”) OR LIMIT-TO (DOCTYPE, “bk”)) Friday, 25 March 2022, 1470 document results, 1973–2022. |
WOS “pragmatic language development” (Topic) or “pragmatic language skills” (Topic) or “pragmatic language competence” (Topic) or “pragmatic language acquisition” (Topic) or “pragmatic language learning” (Topic) or “pragmatic language performance” (Topic) or “pragmatic development” (Topic) or “pragmatic competence” (Topic) or “pragmatic acquisition” (Topic) or “pragmatic learning” (Topic) or “pragmatic performance” (Topic) or “pragmatic skills” (Topic) and JOURNAL OF HAZARDOUS MATERIALS (Exclude—Publication Titles) and Articles or Book Chapters or Review Articles or Early Access or Books (Document Types) Friday, 25 March 2022, 1063 results, 1985–2022. |
Lens (Title: (AND (“pragmatic language development” AND)) OR (Abstract: (AND (“pragmatic language development” AND)) OR (Keyword: (AND (“pragmatic language development” AND)) OR Field of Study: (AND (“pragmatic language development” AND))))) OR ((Title: (AND (“pragmatic development” AND)) OR (Abstract: (AND (“pragmatic development” AND)) OR (Keyword: (AND (“pragmatic development” AND)) OR Field of Study: (AND (“pragmatic development” AND))))) OR ((Title: (AND (“pragmatic language skills” AND)) OR (Abstract: (AND (“pragmatic language skills” AND)) OR (Keyword: (AND (“pragmatic language skills” AND)) OR Field of Study: (AND (“pragmatic language skills” AND))))) OR ((Title: (AND (“pragmatic skills” AND)) OR (Abstract: (AND (“pragmatic skills” AND)) OR (Keyword: (AND (“pragmatic skills” AND)) OR Field of Study: (AND (“pragmatic skills” AND))))) OR ((Title: (AND (“pragmatic language competence” AND)) OR (Abstract: (AND (“pragmatic language competence” AND)) OR (Keyword: (AND (“pragmatic language competence” AND)) OR Field of Study: (AND (“pragmatic language competence” AND))))) OR ((Title: (AND (“pragmatic competence” AND)) OR (Abstract: (AND (“pragmatic competence” AND)) OR (Keyword: (AND (“pragmatic competence” AND)) OR Field of Study: (AND (“pragmatic competence” AND))))) OR ((Title: (AND (“pragmatic language acquisition” AND)) OR (Abstract: (AND (“pragmatic language acquisition” AND)) OR (Keyword: (AND (“pragmatic language acquisition” AND)) OR Field of Study: (AND (“pragmatic language acquisition” AND))))) OR ((Title: (AND (“pragmatic acquisition” AND)) OR (Abstract: (AND (“pragmatic acquisition” AND)) OR (Keyword: (AND (“pragmatic acquisition” AND)) OR Field of Study: (AND (“pragmatic acquisition” AND))))) OR ((Title: (AND (“pragmatic language learning” AND)) OR (Abstract: (AND (“pragmatic language learning” AND)) OR (Keyword: (AND (“pragmatic language learning” AND)) OR Field of Study: (AND (“pragmatic language learning” AND))))) OR ((Title: (AND (“pragmatic learning” AND)) OR (Abstract: (AND (“pragmatic learning” AND)) OR (Keyword: (AND (“pragmatic learning” AND)) OR Field of Study: (AND (“pragmatic learning” AND))))) OR ((Title: (AND (“pragmatic language performance” AND)) OR (Abstract: (AND (“pragmatic language performance” AND)) OR (Keyword: (AND (“pragmatic language performance” AND)) OR Field of Study: (AND (“pragmatic language performance” AND))))) OR (Title: (AND (“pragmatic performance” AND)) OR (Abstract: (AND (“pragmatic performance” AND)) OR (Keyword: (AND (“pragmatic performance” AND)) OR Field of Study: (AND (“pragmatic performance” AND))))))))))))))) Filters: Stemming = Disabled Publication Type = (journal article, unknown, book chapter, dissertation, book, preprint) Author Display Name = (excl John Forester) Friday, 25 March 2022, Scholarly Works (3922), 1950–2022. |
No. | Source Title | Citation | Citations by Database | ||
---|---|---|---|---|---|
Scopus | WOS | Lens | |||
1 | A new clinical tool for assessing social perception after traumatic brain injury | [92] | X | 394 | X |
2 | Accessing the unsaid: The role of scalar alternatives in children’s pragmatic inference | [93] | X | 139 | X |
3 | Acquisition in interlanguage pragmatics | [94] | X | X | 314 |
4 | An introduction to Japanese linguistics | [95] | X | X | 322 |
5 | Developmental issues in interlanguage pragmatics | [88] | 212 | X | 391 |
6 | Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning | [96] | 254 | 200 | 483 |
7 | Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics | [97] | 199 | 154 | X |
8 | Impairments in social cognition following severe traumatic brain injury | [98] | X | 126 | X |
9 | Language development: an introduction | [99] | X | X | 517 |
10 | Learning considered within a cultural context—Confucian and Socratic approaches | [100] | 353 | 296 | 421 |
11 | Narrative as a tool for the assessment of linguistic and pragmatic impairments | [101] | 215 | X | X |
12 | Narrative skills of children with communication impairments | [102] | 311 | 273 | 412 |
13 | Peer feedback on language form in telecollaboration | [103] | X | 126 | X |
14 | Pragmatic development in a second language | [104] | X | X | 611 |
15 | Pragmatics in language teaching | [105] | X | X | 590 |
16 | The comment clause in English: Syntactic origins and pragmatic development | [106] | 206 | X | X |
17 | The social bases of language acquisition | [107] | 208 | X | 410 |
18 | Transfer in bilingual development—the linguistic interdependence hypothesis revisited | [108] | X | 150 | X |
19 | Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions | [109] | 310 | X | X |
20 | What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi | [110] | 186 | 151 | X |
Cluster ID | Size | Silhouette | Label (LSI) | Label (LLR) | Label (MI) | Average Year |
---|---|---|---|---|---|---|
Scopus | ||||||
0 | 236 | 0.737 | pragmatic development | executive function (781.1, 1.0 × 10−4) | social behaviour (3.89) | 2009 |
1 | 164 | 0.742 | pragmatic development | social understanding (520.14, 1.0 × 10−4) | social behaviour (0.75) | 1994 |
2 | 135 | 0.833 | autism spectrum disorder | autism spectrum disorder (1378.46, 1.0 × 10−4) | social behaviour (1.18) | 2007 |
3 | 120 | 0.862 | executive function | executive function (667.96, 1.0 × 10−4) | academic setting (1.35) | 2010 |
4 | 59 | 0.904 | pragmatic competence | communicative competence (527.75, 1.0 × 10−4) | social behaviour (0.46) | 2002 |
5 | 55 | 0.879 | pragmatic language skill | epistemic stance (252.15, 1.0 × 10−4) | aphasic patient (0.19) | 1996 |
WOS | ||||||
0 | 214 | 0.737 | pragmatic development | foreign language (729.41, 1.0 × 10−4) | behavioural problem (3.33) | 2009 |
1 | 147 | 0.853 | autism spectrum disorder | autism spectrum disorder (938.03, 1.0 × 10−4) | behavioural problem (2.13) | 2007 |
2 | 110 | 0.942 | traumatic brain injury | closed head injury (358.23, 1.0 × 10−4) | behavioural problem (0.37) | 1998 |
3 | 77 | 0.896 | executive function | cognitive substrate (339.59, 1.0 × 10−4) | right hemisphere (0.7) | 2010 |
4 | 67 | 0.905 | pragmatic competence | speech act (547.33, 1.0 × 10−4) | pragmatic failure (0.76) | 2000 |
5 | 62 | 0.955 | learning-disabled children | learning-disabled children (93.91, 1.0 × 10−4) | pragmatic development (0.03) | 1993 |
WoS | Scopus | ||||
---|---|---|---|---|---|
Citation | Reference | Cluster ID | Citation | Reference | Cluster ID |
258 | Kasper [114] | 0 | 380 | Kasper [88] | 0 |
187 | Bardovi-Harlig [115] | 0 | 300 | Bardovi-Harlig [113] | 0 |
162 | Taguchi [86] | 0 | 254 | Brown [116] | 0 |
153 | Levinson [117] | 0 | 239 | Blum-Kulka [118] | 0 |
131 | Bishop [89] | 1 | 220 | Taguchi [91] | 0 |
113 | House [119] | 0 | 181 | [Anonymous], 1981 | 6 |
113 | Thomas [120] | 0 | 178 | Thomas [121] | 0 |
111 | Blum-Kulka [122] | 0 | 145 | Ellis [123] | 0 |
109 | Barron [124] | 0 | 145 | Grice [125] | 3 |
102 | Ellis [126] | 0 | 145 | House [127] | 0 |
WoS | Scopus | ||||
---|---|---|---|---|---|
Burst | Reference | Cluster ID | Burst | Reference | Cluster ID |
12.76 | Prutting [129] | 1 | 12.35 | Taguchi [91] | 0 |
8.59 | Mcdonald [130] | 2 | 10.16 | Faerch [128] | 0 |
8.46 | Blum-Kulka [122] | 0 | 10.16 | Matthews [131] | 3 |
7.77 | Hartley [132] | 2 | 10.04 | Olshtain [133] | 0 |
7.17 | Snow [134] | 7 | 9.33 | Ren [135] | 0 |
6.61 | Billmyer [136] | 0 | 8.96 | Bates [137] | 1 |
6.49 | Bates [138] | 1 | 8.91 | House [127] | 0 |
5.41 | Gibbs [139] | 3 | 8.56 | Tajeddin [140] | 0 |
5.37 | Ninio [141] | 1 | 8.44 | Kecskes [142] | 0 |
4.93 | Siegal [143] | 6 | 8.21 | Tateyama [144] | 0 |
WoS | Scopus | ||||
---|---|---|---|---|---|
Centrality | Reference | Cluster ID | Centrality | Reference | Cluster ID |
97 | Kasper [114] | 0 | 148 | Bates [137] | 1 |
96 | Bardovi-Harlig [115] | 0 | 120 | Brown [116] | 0 |
85 | Blum-Kulka [122] | 0 | 103 | Blum-Kulka [118] | 0 |
78 | Blum-Kulka [158] | 0 | 102 | Bardovi-Harlig [113] | 0 |
76 | Takahashi [159] | 0 | 100 | Kasper [88] | 0 |
73 | Felix-Brasdefer [160] | 0 | 91 | Ellis [123] | 0 |
72 | Bishop [89] | 1 | 90 | Schmidt [161] | 0 |
70 | Taguchi [162] | 0 | 81 | Achiba [163] | 0 |
70 | Blum-Kulka [164] | 0 | 81 | Takahashi [165] | 0 |
69 | House [146] | 0 | 81 | Rose [149] | 0 |
WoS | Scopus | ||||
---|---|---|---|---|---|
Sigma | Reference | Cluster ID | Sigma | Reference | Cluster ID |
0 | Kasper [114] | 0 | 0 | Bates [137] | 1 |
0 | Bardovi-Harlig [115] | 0 | 0 | Brown [116] | 0 |
0 | Blum-Kulka [122] | 0 | 0 | Blum-Kulka [118] | 0 |
0 | Blum-Kulka [158] | 0 | 0 | Bardovi-Harlig [113] | 0 |
0 | Takahashi [159] | 0 | 0 | Kasper [88] | 0 |
0 | Felix-Brasdefer [160] | 0 | 0 | Ellis [123] | 0 |
0 | Bishop [89] | 1 | 0 | Schmidt [161] | 0 |
0 | Taguchi [162] | 0 | 0 | Achiba [163] | 0 |
0 | Blum-Kulka [164] | 0 | 0 | Takahashi [165] | 0 |
0 | House [146] | 0 | 0 | Rose [149] | 0 |
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Alduais, A.; Al-Qaderi, I.; Alfadda, H. Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent. Children 2022, 9, 1407. https://doi.org/10.3390/children9091407
Alduais A, Al-Qaderi I, Alfadda H. Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent. Children. 2022; 9(9):1407. https://doi.org/10.3390/children9091407
Chicago/Turabian StyleAlduais, Ahmed, Issa Al-Qaderi, and Hind Alfadda. 2022. "Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent" Children 9, no. 9: 1407. https://doi.org/10.3390/children9091407