6

Question 1

What is the effect of social interaction on language development?

Answer 1

social interaction is central to the child’s development of language

Question 2

increasing complexity of language results in…

Answer 2

increasing complexity of language results in greater range and subtlety in how the child interacts with others

Question 3

(3) fields that suggest children’s communicative development posit a central role to the child’s social interactions with others

Answer 3

Psychology (eg Bates,1976)
Linguistics (eg Halliday, 1975)
Sociology/conversation analysis (eg Schegloff, 1989)

Question 4

Social interaction in phylogenetic studies suggest

Answer 4

social interaction plays a central role in how homo sapiens as a species came to develop language and communication (language evolution)

Question 5

Social interaction in ontogenetic studies suggest

Answer 5

social interaction plays a central role in how children come to learn language and communication

Question 6

Chomsky suggested language acquisition was the result of…

Answer 6

language acquisition as the learning of abstract rules (particular rules of grammar i.e. Chomsky (1957, 1965

Question 7

Halliday (1975) suggests what about communicative functions and language development

Developmental trajectory (3)

Answer 7

some communicative functions develop before language (in the form of lexical development) has developed.

There is a developmental trajectory:

1. the instrumental function (‘I want’)
2. imaginative function (‘let’s pretend’)
3. informative function (I’ve got something to tell you’)

Question 8

Bates (1976) suggests what about communicative functions and language development

Answer 8

Bates (1976): lexical forms emerge to express functions/meanings which are already in the child’s repertoire and have previously been expressed by other forms (e.g. gesture/non-lexical vocalisations)

Question 9

Bruner (1983): suggests what about communicative functions

Answer 9

Bruner (1983): communicative functions are facilitated by a Language Acquisition Support System (LASS)
the interaction patterns between an adult and a child which focus on predictable formats eg games with demarcated roles (which later become reversible)

Question 10

Define Interaction/social interaction:

Answer 10

Interaction/social interaction: any form of social interaction between 2 or more people (e.g. two infants playing silently together)

Question 11

Define Conversation:

Answer 11

Conversation: social interaction that involves talk (this doesn’t have be an adult form of conversation)

Question 12

Conversation Analysis focuses on..

analyses utterances in relation to.. (2)

Answer 12

focuses on naturally occurring social interaction/conversation

analyses utterances in relation to:

context

how they are responded to by others

Question 13

Factors of turn-taking: (4)

Answer 13

talk-by-one-person is an outcome which it takes all participants to produce

Ability to listen while talking or talk while listening during overlapping talk

that people can still be ‘talking’ even if they are silent (e.g. in trying to remember a name), or have finished a sentence (e.g. in telling a story)

that talk may be interruptive if it comes before a sequence (such as making arrangements) is complete

Question 14

Sidnell (2016): social accountability

Answer 14

social accountability: children increasingly fit in with the adult rules of conversation over time.

Question 15

3 broad areas of interactional/conversational development in children:

Answer 15

The development of request forms in children

The use of pre-sequences by children

Repair in parent-child talk

Question 16

Amy 2-3.5 years - how do request forms develop

Answer 16

decline of ‘I like x’ as a request form and increase in ‘Can you…?’ and ‘Shall we..?’

Question 17

‘Can you’ request forms are used in what context?

Answer 17

‘Can you’ forms: are used in contexts where some types of imperative were previously used, and when she is aware there is no reason why she should expect the parent to be compliant with her request

Question 18

‘Shall we’ request forms are used in what context? (2)

Answer 18

‘Shall we’ forms: used eg when child has grounds to believe the parent will comply with what is being requested.

show an understanding that both the child and the parent have a stake or interest in a positive outcome to what is being requested

Question 19

‘Shall we’ are what type of request form?

Answer 19

‘proposals’ which function distinctively compared to other forms of request (eg they presuppose that both parties will benefit from the suggestion)

Question 20

2 ways children participate with other children

Answer 20

Recruitments “shall we…”
explicit requests, invitations, proposals
agreement/acceptance relevant from the other child

Engagements: “look a ball” more implicit forms of invitation to make others participate and don’t make agreement/acceptance relevant from the other child

Question 21

what is a ‘presequence’ (1) example (1)

Answer 21

Requesting the right to take the floor and become the main speaker

‘daddy’ ‘guess what’

Question 22

What function to presequences have? what is the result of a presequence (3) (1)

Answer 22

Children appear to have limited ‘rights to speak’ when interacting with one or more adults

1. Child: pre-sequence (‘daddy?’)
2. Adult: go-ahead (eg ‘what?’)
3. Child: opportunity – indeed obligation – to produce a turn-at-talk

or their attempt to speak may be put on hold (‘wait’…) or ignored

Question 23

Define Repair

Answer 23

Repair: behaviours used to deal with trouble in speaking, hearing or understanding (Schegloff, 2000)

Question 24

Two parts to repair (2)

Who repairs? (2)

Answer 24

Two parts to repair: repair initiation and the repair itself

Can be done by ‘self’ (person whose talk contains the trouble) or ‘other’ (another speaker)

Question 25

‘self-initiated self-repair’

Answer 25

Most commonly the speaker repairs himself (‘self-initiated self-repair’) and does this in the same turn ie speaker notices a problem, and resolves it there and then

Question 26

‘other-initiated self-repair’

Answer 26

If the recipient (‘other’) has a problem with what has just been said by the speaker he can other-initiate repair (eg ‘pardon?’) and leave it to the first speaker to self-repair (‘other-initiated self-repair’). This can happen even if the first speaker made an error

Question 27

‘Other-repair’

Adult (1) and child (2)

Answer 27

‘Other-repair’ (i.e. correction by another speaker)

rare in adult conversation (issues of ‘face’ and competence).

Parents’ other-repairs are quite common, part of a language learning activity within conversation ie:

Parent’s turn corrects child’s error
Child tries again using parent’s correction

Question 28

What age do children start self-repair?

Answer 28

1 year

Question 29

What age: complex self-initiated self-repairs in the same turn eg re-doing the whole utterance-so-far

Answer 29

2years

As the child develops, a greater pattern of self-initiated self-repair is apparent ie now the child is monitoring and correcting him/herself, and moving towards the pattern of a competent adult carrying out repair