“But please can I play with the iPad?”: The development of request negotiation practices by a four-year-old child

Nguyễn, Hạnh thị; Nguyen, Minh Thi Thuy

doi:10.1016/j.pragma.2016.05.013

Cited by 13 publications

(6 citation statements)

References 55 publications

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“…The interactional change observed was concerning verbal and embodied repair work where the patient transitions from a point of not being able to identify, nor correct, a wrongly executed movement to being able to do so without any involvement from the physiotherapist (for a more detailed description, see Martin & Sahlström, 2010). In another study, Nguyen and Nguyen (2016) analyzed the development of a four-year-old child's request negotiation practices, that is how the child pursued a non-granting response from his parents. With data stretching over 12 months they demonstrate how the child learns to negotiate in more successful ways by modifying several interactional practices, such as turn design and stance taking, with an increased sensitivity to the local sequential context of talk and the social norms inferred by the parents (Nguyen & Nguyen, 2016).…”

Section: Previous Microanalytic Studies On Learningmentioning

confidence: 99%

“…In another study, Nguyen and Nguyen (2016) analyzed the development of a four-year-old child's request negotiation practices, that is how the child pursued a non-granting response from his parents. With data stretching over 12 months they demonstrate how the child learns to negotiate in more successful ways by modifying several interactional practices, such as turn design and stance taking, with an increased sensitivity to the local sequential context of talk and the social norms inferred by the parents (Nguyen & Nguyen, 2016). Broth, Cromdal and Levin (2017) investigated the progression of a trainee driver who is learning to set a car in motion.…”

Section: Previous Microanalytic Studies On Learningmentioning

confidence: 99%

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Dementia and learning : The use of tablet computers in joint activities

Ingebrand

2023

Linköping Studies in Arts and Sciences

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Living with dementia is generally associated with terms such as loss, confusion, and dependency; not development, agency and collaboration. Contributing to a growing body of research that acknowledges the remaining abilities of people living with dementia, and how they cope with challenges in their everyday lives, this thesis concerns a topic habitually framed by negative presumptions, namely learning.

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Section: Previous Microanalytic Studies On Learningmentioning

confidence: 99%

Section: Previous Microanalytic Studies On Learningmentioning

confidence: 99%

Dementia and learning : The use of tablet computers in joint activities

Ingebrand

2023

Linköping Studies in Arts and Sciences

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“…As in the case of the pragmatic language development in the mother tongue, the pragmatic language development in a second language is also associated with the age factor. Observing a 4-year-old child in their longitudinal research, Nguyen and Nguyen (2016) revealed changes in the use of requesting strategies of the child. Increasing awareness of the concepts such as immediate context, adaptable request strategies, and sequence of conversations between interlocutors enabled the child to apply diverse options in requests.…”

Section: Age and Pragmaticsmentioning

confidence: 99%

Doğrudan Edimbilim Eğitiminin İlköğretim Öğrencilerinin Edimbilimsel Gelişimi Üzerindeki Etkileri

Canbolat

Atasoy

Naiboğlu

2021

The Journal of International Lingual Social and Educational Sciences

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A large body of literature has examined the role of explicit teaching on L2 pragmatics. Previous research findings confirmed that explicit teaching has a positive impact on the development of L2 learners' pragmatic competence. Many studies attempt to explore the efficacy of instruction in improving pragmatics competence in terms of learners' speech acts of requesting. However, little attention has been focused on teaching request strategies to young learners. This study aims to investigate whether explicit instruction of request strategies may enhance the young learners' L2 pragmatic awareness and whether there will be an increase on the learners' awareness based on social power, distance, and imposition factors. Twenty-two second-grade Turkish students from a private school participate in the study. The participants are divided into experimental and control groups and each group consists of eleven students. The experimental group receives four hours of treatment in two weeks while the control group follows conventional instructions without any metapragmatic teaching on requesting strategies. The quantitative data is gathered by administering Discourse Completion Test (DCT) as both the pre and the post-tests. To increase the reliability and validity of the research results, the triangulation method is used. For triangulation, the teacher-researchers employ teacher observation with a rubric and semi-structured interview is conducted with purposefully chosen students. The results of quantitative analysis showed that there is no significant difference in learners' pragmatic awareness on L2 requesting. However, according to the qualitative results, there is a noticeable difference in the learners' pragmatic awareness on requests and pragmatic factors.

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“…The last paper is a longitudinal study exploring the development of L2 interactional competence. Recent studies on the development of L2 interactional competence have looked into the development of a variety of interactional resources, focusing on, for instance, story openings (Pekarek Doehler and Berger 2016), epistemics and task accomplishment (Balaman and Sert 2017), and request negotiation practices (Nguyen and Nguyen 2016). In the final paper of this issue, Aya Watanabe focuses on self-selection in post-expansion sequences.…”

mentioning

confidence: 99%