The development of a directive repertoire in context: A case study of a Dutch speaking young child

In this paper we present a model of the acquisition of a directive repertoire that critically depends on contextual assumptions. The model accounts for the fact that the development of a directive repertoire is not a linear process, starting with simple direct types and gradually also encompassing embedded and indirect types, but, rather, a context-based, non-linear sequence of extensions. The model is evaluated with longitudinal data from the childes-project. 1297 directives were analysed in terms of verbal type. Each directive was also coded with respect to 25 contextual factors to check to what extent age trends are dependent on these factors. In line with the model, the data show that the development of a directive repertoire starts with direct types and types that are linguistically classified as indirect, but are direct in the context given. Later, the child extends her repertoire by explicitly mentioning the agent, the requested act and the directive function, and embedding these in frames of increasing complexity. She also uses indirect types, but the later ones are more varied and less tied to the immediate social and physical structure. She ends with a repertoire in which many aspects of a directive event are represented and with many options for expressing these aspects. The age trends found are largely independent of the contextual factors studied.

► In the early lingual phase, direct directive types predominate.
► When a child begins to extend its repertoire, it does so with both explicit and implicit types.
► Implicit types predominate over explicit types.
► Implicit types concerning speaker factors are produced at an earlier stage than implicit types concerning other readily observable factors.
► From age 3;6 on, a child starts to produce indirect types.