Form and Function in Mother-Toddler Conversational Turn-Taking, Occasional Paper No. 5.

Autor/in	Donahue, Mavis L.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Form and Function in Mother-Toddler Conversational Turn-Taking, Occasional Paper No. 5.
Quelle	(1978), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Child Language; Communicative Competence (Languages); Comprehension; Intellectual Development; Intonation; Language Acquisition; Language Patterns; Language Research; Longitudinal Studies; Parent Child Relationship; Phonology; Preschool Children; Psycholinguistics; Semantics; Stress (Phonology); Suprasegmentals; Syntax + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Verstehen; Verständnis; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; Sprachmodell; Sprachstruktur; Sprachforschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psycholinguistik; Semantik
Abstract	Most studies of language acquisition overlook the fact that a child learns language in the context of acquiring the social skill of conversing known as "turn-taking." The few studies of verbal turn-taking in children suggest that prosodic features (suprasegmentals) and turn-taking skills are integrated by the age of two years, nine months, and that prosodic patterns may play an important role in calibrating turn-taking. This study sought to determine what happens in the second year of life to facilitate this process. Subjects for this study were four mother-toddler dyads. The children, two boys and two girls, ranged in age from 12 to 19 months at the start of the study. Half-hour samples of each dyad's conversations were audiotaped and videotaped every two to three weeks for seven to nine months. A coding system was devised to categorize utterances within conversational exchanges. Two strategies of conversational turn-taking were discerned among the dyads: (1) one demonstrating that conversation is symmetrical and imitative; and (2) the other indicating that conversation is asymmetrical and complementary. The evolution of these strategies can be described in three phases, involving: (1) conversation-initiating strategies; (2) response-turn strategies; and (3) an increase in the use of function-based response-turns. The study suggests that children learn formal conversational conventions which effectively calibrate the language addressed to them long before the appearance of two-word constructions. (AM)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, Michigan 48824 ($1.75)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01