Abstract
Abstract
In this article, I detail incremental microgenetic alterations in the development of one particular socio-interactive aptitude:
making a relevant interactive contribution. Taking heed of Clark’s (2014) call for the
need to reorient our attention to investigate the pragmatics of interaction by accounting for the multiple communicative modes
through which this is acccomplished I detail the ways in which parental facilitation and a flexible participatory configuration, made
possible by video-conferencing technology, create conditions enabling the agentive re-introduction of a
psycho-socially relevant topic. Paramount are the ways in which residual interactive specificities in introduction, co-production
and multimodal configurations re-manifest suggesting a more symbiotic relationship between traditional notions of ‘message’ and
‘production’. During the microgenesis of interactive aptitudes, children are not just learning what constitutes
psycho-socially relevant topoi, they also acquire an understanding of exactly how to make the contribution
through multimodal ensembles.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Language and Linguistics
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