Abstract
This article reviews current research about discourse connectivity using 'adverbial conjuncts' in the language of children from 6 to 12 years. Results from both naturalistic samples and contrived tasks are discussed, revealing a substantial gain in the child's knowledge of these forms around the age of ten. The results have implications for regular and remedial language education where discourse devices are a teaching goal. General and specific suggestions are offered about the teaching of conjuncts. Problems encountered within the more general realm of discourse (e.g. spoken vs. written form, genre, and register) are discussed in relation to these specific adverbial forms.
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