Utilizing Pragmatic Frames as an analytical tool for children's performance during word learning

Abstract

Typically, to assess children's performance in a word learning task, a category coding is applied to the answers given by the children, according to which they can score “1” when correct and “0” when incorrect. This paper extends the current methodology: Following a recently re-introduced theory of Pragmatic Frames, the construct of Pragmatic Frames is proposed as an analytical tool which makes it possible (1) to describe children's performance in more detail and (2) to gain more insight into their pragmatic competencies.