AE  >> Vol. 5 No. 5 (September 2015)

    Structural Analysis of Sequence Organization of Adult-Child Question-Answer Conversations during Shared Story Reading

  • 全文下载: PDF(370KB) HTML   XML   PP.153-160   DOI: 10.12677/AE.2015.55026  
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王俊卿:山西大学国际教育交流学院,山西 太原

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



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.

王俊卿. 亲子阅读中成幼问答式会话序列组织结构分析[J]. 教育进展, 2015, 5(5): 153-160.


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