Difference between revisions of "Nguyen2016"
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|Author(s)=Hanh thi Nguyen; Minh Thi Thuy Nguyen; | |Author(s)=Hanh thi Nguyen; Minh Thi Thuy Nguyen; | ||
|Title=“But please can I play with the iPad?”: The development of request negotiation practices by a four-year-old child | |Title=“But please can I play with the iPad?”: The development of request negotiation practices by a four-year-old child | ||
| − | |Tag(s)=EMCA; Request; Negotiation; Conversation Analysis; Language socialization; Interactional competence; | + | |Tag(s)=EMCA; Request; Negotiation; Conversation Analysis; Language socialization; Interactional competence; Child–Parent Conversation |
| − | |Key= | + | |Key=Nguyen2016 |
|Year=2016 | |Year=2016 | ||
|Language=English | |Language=English | ||
Latest revision as of 11:14, 17 December 2021
| Nguyen2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Nguyen2016 |
| Author(s) | Hanh thi Nguyen, Minh Thi Thuy Nguyen |
| Title | “But please can I play with the iPad?”: The development of request negotiation practices by a four-year-old child |
| Editor(s) | |
| Tag(s) | EMCA, Request, Negotiation, Conversation Analysis, Language socialization, Interactional competence, Child–Parent Conversation |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 101 |
| Number | |
| Pages | 66–82 |
| URL | Link |
| DOI | 10.1016/j.pragma.2016.05.013 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper presents a longitudinal study of a four-year-old child's development of the interactional practices to negotiate requests when immediate granting from the parents was not given. While many studies have focused on the development of requesting abilities by children and some have shed light on their request negotiation practices, little is currently known about how children develop the interactional practices to pursue requests in extended discourse. Using conversation analysis to track a child's request negotiation practices for twelve months, we demonstrate that over time, the child learned to occasion, formulate, and reformulate requests in ways that exhibited increased sensitivity to the recipient and the sequential context as well as to his own entitlement and the request's contingency. The findings contribute to research on child language socialization by highlighting the active role children may play in co-constructing interaction and thus shaping the trajectory of socialization.
Notes
