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            <title xml:lang="en">Interactional context, speech acts and meaning in dialogue: how much are they intangled?</title>
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                <title xml:lang="en">Interactional context, speech acts and meaning in dialogue: how much are they intangled?</title>
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                    <surname>Salazar Orvig</surname>
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                  <title>14th congress for the study of child language. Symposium en honneur de Josie Bernicot</title>
                  <date type="start">2017-07-17</date>
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                <term xml:lang="en">language acquisition</term>
                <term xml:lang="en">pragmatics</term>
                <term xml:lang="en">meaning</term>
                <term xml:lang="en">cooperation</term>
                <term xml:lang="en">Interaction</term>
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              <p>In the French and international scientific landscape, Josie Bernicot was an active promotor of the central position of pragmatics in the study of language acquisition. Her dynamism, her tenacity and her resolution allowed the development of a community of scholars, linguists and psychologists. This influence was built on strong theoretical choices, that made her call, in her book on speech acts, for a new kind of psycholiguistics, which would consider pragmatics at each level of the production and understanding processes. For Bernicot, acquisition of language cannot be reduced to the acquisition of a system of forms and structures. Children have also to grasp the features of social contexts of language use and learn to map linguistic devices to the features of social contexts. In that way, Bernicot considers pragmatics as an essential dimension of the process of language acquisition. A superficial reading would suggest that she saw pragmatics as external to language : a formal system on one side, language, social social conditions of use on the other side and a socio-cognitive competence  linking the one to the other. However, from her early work, Bernicot demonstrated a more complex perspective, adopting, for example, the components of a speech act as a variable to study its acquisition. Moreover, she considered that meaning is built in interaction through cooperation. Therefore, pragmatics cannot be relegated to conditions of use of forms but is part of the linguistic activity.In this paper I will examine the implications of her epistemological choices in the field of pragmatics on language conception in the context of an interactionist approach. I will follow this thread from her early work on speech acts to her more recent studies on repetition, through the attention paid to the influence of interactional conditions in structural and functional aspects of language development.</p>
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