Spontaneous Repairs: Awareness in the Process of Acquiring Language. Papers and Reports on Child Language Development, No. 16.

Autor/inn/en	Clark, Eve V.; Andersen, Elaine S.
Institution	Stanford Univ., CA. Dept. of Linguistics.
Titel	Spontaneous Repairs: Awareness in the Process of Acquiring Language. Papers and Reports on Child Language Development, No. 16.
Quelle	(1979), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Language; Elementary School Students; Error Analysis (Language); Language Acquisition; Language Processing; Language Research; Learning Processes; Learning Theories; Linguistic Competence; Linguistic Performance; Listening; Longitudinal Studies; Preschool Children; Pretend Play; Psycholinguistics; Role Playing; Speech Communication; Verbal Development + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Error analysis; Language; Fehleranalyse; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Sprachforschung; Learning process; Lernprozess; Learning theory; Lerntheorie; Sprachkompetenz; Hörvorgang; Zuhören; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulationsspiel; Psycholinguistik; Rollenspiel
Abstract	Children's self-monitoring of language production, as it is reflected in spontaneous speech repair, was studied. Recordings of the speech of three children aged two to three were analyzed for spontaneous phonological, morphological, lexical, and syntactic repairs. After tabulation, repairs were identified as "for the listener" (reflecting the child's need to make himself understood) or "for the system" (reflecting self-monitoring of those parts of the language that the child is in the process of acquiring). A similar analysis was made of the speech of several children aged four to seven, in a pretend play situation. Here it was found that monitoring and self-correction were aimed at the use of speech appropriate to the role being played. The overall conclusion of the study is that children monitor the gap between their knowledge of language from input received on the one hand, and their own language production on the other. This monitoring results in repairs which eventually close the gap. (JB)
Anmerkungen	PRCLD, Department of Linguistics, Stanford University, Stanford, CA 94305
Erfasst von	ERIC (Education Resources Information Center), Washington, DC