The conversational skills of school‐aged children

Sehley, Sara; Snow, Catherine E.

doi:10.1111/j.1467-9507.1992.tb00132.x

Cited by 26 publications

(15 citation statements)

References 33 publications

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“…The relations between self-repetition and participation may reflect characteristics of peer interaction. Compared to adult-child interaction, which has been observed to be question-driven to a large extent (Beals, 1991;Callanan & Oakes, 1992;Schley & Snow, 1992), questions were infrequent in the peer interaction observed (see also Aukrust, 2004). Children became participants by throwing themselves into the interaction, not by responding to conversational invitations.…”

Section: Discussionmentioning

confidence: 90%

Lexical Repetition in Second Language Learners’ Peer Play Interaction

Rydland

Aukrust

2005

Language Learning

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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

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Section: Discussionmentioning

confidence: 90%

Lexical Repetition in Second Language Learners’ Peer Play Interaction

Rydland

Aukrust

2005

Language Learning

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“…What initially sounds "correct" may mask a misconception. Previous research has also described how children need help from adults to provide detailed information during conversations (Sehley and Snow 1992).…”

Section: Discussionmentioning

confidence: 99%

“She Came out of mum's Tummy the Wrong way” (Mis) Conceptions Among Siblings of Children with Rare Disorders

Vatne¹,

Helmen

Bahr³

et al. 2014

Journal of Genetic Counseling

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Misconceptions or uncertainty about the rare disorder of a sibling may cause adjustment problems among children. New knowledge about their misconceptions may enable genetic counselors to provide targeted information and increase siblings' knowledge. This study aims to describe misconceptions and uncertainties of siblings of children with rare disorders. Content analysis was applied to videotapes of 11 support group sessions with 56 children aged 6 to 17. First, children's statements about the disorder (turns) were categorized into the categories "identity," "cause," "cure," "timeline," and "consequences" and then coded as medically "correct," "misunderstood," or "uncertain." Next, turns categorized as "misunderstood" or "uncertain" were analyzed to explore prominent trends. Associations between sibling age, type of disorder, and frequency of misconceptions or uncertainties were analyzed statistically. Approximately 16 % of the children's turns were found to involve misconceptions or uncertainty about the disorder, most commonly about the identity or cause of the disorder. Misconceptions seemed to originate from information available in everyday family life, generalization of lay beliefs, or through difficulties understanding abstract medical concepts. Children expressed uncertainty about the reasons for everyday experiences (e.g. the abnormal behavior they observed). A lack of available information was described as causing uncertainty. Misconceptions and uncertainties were unrelated to child age or type of disorder. The information needs of siblings should always be addressed during genetic counseling, and advice and support offered to parents when needed. Information provided to siblings should be based on an exploration of their daily experiences and thoughts about the rare disorder.

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“…Next, the researcher and the two independent researchers coded the role play data for several verbal features of pragmatic competence that previous research had shown to be good indicators of pragmatic competence. These features include the number of words, context-specific vocabulary words, and utterances (Bachman, Vanniarajan & Lynch, 1988;Brown, 1973;Larsen-Freeman & Stormy, 1977;Robinson, 1989;Rollins, Snow, & Willet, 1996) and the skills used to manage interaction and meaning management, including formulaic expressions, initiations, elaborations, conversation conclusions, and self-and othercorrections (Ninio & Snow, 1996;Sacks, Schegloff, & Jefferson, 1974;Schley & Snow 1992). As used here, formulaic expressions were defined as unanalyzed chunks or prepatterned phrases used recurrently and extensively in an effort to initiate or maintain conversation.…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

The Role of an Interactive Book Reading Program in the Development of Second Language Pragmatic Competence

Kim

Hall²

2002

The Modern Language Journal

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The development of pragmatic competence in another language is significant to second (L2) and foreign language (FL) learners' ability to communicate successfully in the target language. Although a great deal of research has focused on defining and comparing the content of pragmatic competence across culture groups, far less attention has been given to examining its development. Our study is a partial response to this gap. The purpose of the study was to investigate the connection between Korean children's participation in an interactive book reading program and their development of pragmatic competence in English. We found that their participation led to significant changes over a 4-month period in the mean number of words, utterances, and talk management features as measured by the changes in children's use of these during role play sessions. The findings suggest that participation in such reading programs provides opportunities for the development of at least some aspects of L2 pragmatic competence.THE DEVELOPMENT OF COMMUNICATIVE competence has been a primary goal of the teaching of English as a second language (ESL) or English as a foreign language (EFL) for close to 20 years, shaping the field's research interests and instructional approaches in significant ways. One aspect of communicative competence considered important to successful engagement in face-to-face interactions in the target language is pragmatic competence. This competence entails knowing how to connect utterances to locally situated circumstances (Davies, 1989), and thus is an integration of both linguistic and cultural knowledge. Pragmatic knowledge and skills that are essential to successful interpersonal communication include knowledge of contextually situated vocabulary words, routinized language patterns, and extralinguistic behavior. Also included are such conversational skills as turn taking, exchange initiations, elaborations, and conclusions, and self-and other-corrections (Bachman & Pal-

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The conversational skills of school‐aged children

Cited by 26 publications

References 33 publications

Lexical Repetition in Second Language Learners’ Peer Play Interaction

Lexical Repetition in Second Language Learners’ Peer Play Interaction

“She Came out of mum's Tummy the Wrong way” (Mis) Conceptions Among Siblings of Children with Rare Disorders

The Role of an Interactive Book Reading Program in the Development of Second Language Pragmatic Competence

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