G4 Monografiaväitöskirja
Children's conversation management : native speaker - non-native speaker talk (1996)
Keskustelun tukeminen natiivin ja ei-natiivin lapsen puheessa
Hirvonen, T. (1996). Children's conversation management : native speaker - non-native speaker talk [Doctoral dissertation]. Jyväskylän yliopisto. Studia philologica Jyväskyläensia, 41. http://urn.fi/URN:ISBN:978-951-39-8106-8
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Hirvonen, Tuula
ISBN: 951-34-0852-3
eISBN: 978-951-39-8106-8
Lehti tai sarja: Studia philologica Jyväskyläensia
ISSN: 585-5462
Julkaisuvuosi: 1996
Sarjan numero: 41
Kirjan kokonaissivumäärä: 197
Kustantaja: Jyväskylän yliopisto
Kustannuspaikka: Jyväskylä
Julkaisumaa: Suomi
Julkaisun kieli: englanti
Pysyvä verkko-osoite: http://urn.fi/URN:ISBN:978-951-39-8106-8
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/68023
Tiivistelmä
The present study explores 8-10-year-old children's peer talk in free play activities. The subjects are ten native English-speaking children and eight learners of English. Studies on foreigner talk have established modification s that are generally observed by adults when talking to speakers a t low proficiency levels. Conversations with peers are an important learning context for child second language learners. The native speakers' ability and willingness to modify when speaking to a learner may have important repercussions for the learner's opportunities to take part in conversations. The present study aims to explore individual variation between children talking with non-native speaking peers: context-dependent (register) variation and speaker-dependent (individual style) variation in addition to variation according to the learner's proficiency level. The data were collected in conversation dyads in free play sessions, both native speaker-learner and native speaker-native speaker interactions. The data were analysed at four different levels: interactional, sequence, exchange and functional. The interactional space, the ways in which the task and communication breakdown are negotiated, and the support given to the learners in conversation were explored using nearly thirty variables at the four levels. The results showed individual variation between native speakers in how they initiated topics, responded to learner initiations and used strategies for avoiding conversational problems, and hence in how they allowed space for the learner to take part in the conversation. Moreover, the native speakers approached meaning negotiations differently: some children were more inclined to concentrate on the task, whereas others were interpersonally oriented, negotiating about the learner's topics and providing support. There were also indications of context-dependent strategic choices and speaker-dependent features in the use of initiations and some strategies. The study shows the subjects to have acquired individual approaches to the foreigner register, to exhibit differences in willingness to modify and to take the learner into account, and to be able to modify according to the learner's proficiency level.
YSO-asiasanat: englannin kieli; keskustelu; kielellinen vuorovaikutus; kielen oppiminen; kieli ja kielet; oppiminen; lapset (ikäryhmät); kielenkäyttö; lastenkieli
Vapaat asiasanat: English language; language learning; children's language; discussion
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