Lexical Repetition in Second Language Learners' Peer Play Interaction

Autor/inn/en	Rydland, Veslemoy; Aukrust, Vibeke Grover
Titel	Lexical Repetition in Second Language Learners' Peer Play Interaction
Quelle	In: Language Learning, 55 (2005) 2, S.229-274 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.0023-8333.2005.00304.x
Schlagwörter	Second Language Learning; Language Skills; Play; Academic Discourse; Turkish; Norwegian; Speech Communication; Preschool Children; Videotape Recordings; Uncommonly Taught Languages; Communication Strategies + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Sprachkompetenz; Spiel; Discourse; Diskurs; Türkisch; Norwegisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Minderheitensprache; Kommunikationsstrategie
Abstract	Recent studies have pointed to the importance of second language learners' use of repetition for conversational participation and language learning. This study researched the significance of repetition, varying in type and complexity, for second language learning children's verbal participation in play as well as their academic language skills and extended discourse participation. Twenty-seven 4- and 5-year-old children with Turkish as their first and Norwegian as their second language were videotaped in multiparty preschool play. The target children's second language lexical repetition of self and others was identified and subcategorized according to repetition complexity. The main findings suggested that self-repetition was related to frequency of verbal participation, whereas complex other-repetition was related to children's academic language skills and participation in extended discourse. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10