Verbal Interaction Structures and Repetition's Functions: A Comparison of Exchanges between Adults and Severely Disabled Adolescents or Young Children

Autor/inn/en	Bocéréan, Christine; Musiol, Michel
Titel	Verbal Interaction Structures and Repetition's Functions: A Comparison of Exchanges between Adults and Severely Disabled Adolescents or Young Children
Quelle	In: Discourse Processes: A multidisciplinary journal, 54 (2017) 7, S.524-544 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2015.1137444
Schlagwörter	Verbal Communication; Interaction; Severe Disabilities; Adolescents; Young Children; Repetition; Foreign Countries; Observation; Caregivers; Video Technology; Interviews; Parent Attitudes; Cognitive Ability; Dialogs (Language); Interpersonal Communication; France + Suchen Sie Ihr Suchwort? Interaktion; Severe disability; Schwerbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Frühe Kindheit; Wiederholung; Ausland; Beobachtung; Caregiver; Carer; Betreuungsperson; Pfleger; Interviewing; Interviewtechnik; Elternverhalten; Denkfähigkeit; Dialog; Dialogs; Dialogue; Dialogues; Interpersonale Kommunikation; Frankreich
Abstract	This article describes a study in which conversation analysis was used to examine verbal interactions between caregivers and severely disabled adolescents or young children. It focused on the phenomenon of repetition, which seems to be the basis of the mutual-understanding process. We compared dialogue structures containing repetitions in the two corpora. To analyze the pragmatic functions of repetitions, we used the categorization scheme developed previously. The results showed that the structure of the transactions was directly linked to the repetition's function, which was the organizing principle of the transactions in most cases. However, in the disabled adolescent's corpus the function of multiple repetitions within the same transaction could not be interpreted using the traditional categorization scheme. We interpreted this new function as a more basic function that facilitates the emergence of mutual understanding during conversations between caregivers and severely disabled young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01