Salmenlinna-Laakso2020
| Salmenlinna-Laakso2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Salmenlinna-Laakso2020 |
| Author(s) | Inkeri Salmenlinna, Minna Laakso |
| Title | Other-initiations of repair by children with developmental language disorder in speech-language therapy and non-institutional play |
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| Tag(s) | EMCA, Developmental language disorder, OIR, Repair, Repair initiation, Candidate understanding, Speech language therapy |
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| Year | 2020 |
| Language | English |
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| Journal | Clinical Linguistics & Phonetics |
| Volume | 34 |
| Number | 10-11 |
| Pages | 894–909 |
| URL | Link |
| DOI | 10.1080/02699206.2020.1734863 |
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Abstract
This study explores the use of other-initiations of repair by children with developmental language disorder (DLD). The data are children’s video-recorded language assessment sessions, speech-language therapy sessions and two kinds of non-institutional play sessions, parent–child and peer play. The videotapes were transcribed following CA conventions focusing on speech and relevant embodied actions. Other-initiations of repair were identified, collected and analyzed. The analysis focuses on open requests and candidate understandings which were the two most common types of other-initiation of repair in the data. The types of other-initiation of repair were similar to those found in adult interactions and by neurotypical children. Repair sequences were regularly short consisting only of three turns. Other-initiations of repair typically emerged in certain contexts: open requests were regularly used after sudden topical shifts, child’s inattention, or long and complex setting of language tasks in assessment and therapy, whereas candidate understandings were mostly used for confirming the children’s inferences of the meaning of unclear references or wider semantic content in free conversation. This indicates that the local sequential context influences the types of problems the children with DLD encounter, and the types of problems determine how the children other-initiate repair to solve these problems. Thus, the sequential context should be considered in a detailed manner when assessing children’s communication skills and studying other-initiations of repair.
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