Marcos, H. (1991) Reformulating requests at 18 months: Gestures, vocalizations and words. First Language, 11, 361- 375.
亲子阅读中成幼问答式会话序列组织结构分析Structural Analysis of Sequence Organization of Adult-Child Question-Answer Conversations during Shared Story Reading
故事阅读, 成幼会话, 问答序列, 扩展结构, 言语交际策略Story Reading, Adult-Child Conversation, Question-Answer Sequence, Expansion Structure, Interaction Strategy
《Advances in Education》, Vol.5 No.5, 2015-09-22
The analysis of adult-child conversation during story-reading indicated that a child, between 2 and 3 years, could learn the question-answer sequences, and preferred simple and small adjacency pairs. It was not until the fourth year that recognition of being accountable for a meaningful answer became evident. More interaction tragedies would be used in conversation by 3-year-old children, such as inter-expansion and direct other-repair in appropriate response to the adult’s request, which meant awareness of self-position and social asymmetry. According to context and non-minimal post-expansion, advanced answers were noted in a 4-year-olde child’s story-reading discourse. Concluding comments suggested that more competent talking patterns should be formulated to promote the development of children’s conversation skills.