Difference between revisions of "Morita2015"
SaulAlbert (talk | contribs) |
AndreiKorbut (talk | contribs) |
||
| (5 intermediate revisions by 3 users not shown) | |||
| Line 2: | Line 2: | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Emi Morita; | |Author(s)=Emi Morita; | ||
| − | |Title= | + | |Title=“Say (x)”: a device for securing conversational footing in the talk of young children |
| − | |Tag(s)=Children; Sense-making; Footing; EMCA; | + | |Tag(s)=Children; Sense-making; Footing; EMCA; |
| − | |Key= | + | |Key=Morita2015 |
| − | |Year= | + | |Year=2015 |
|Journal=Discourse Processes | |Journal=Discourse Processes | ||
| − | |Number= | + | |Volume=52 |
| − | |Pages= | + | |Number=4 |
| − | |URL= | + | |Pages=290–310 |
| + | |URL=https://www.tandfonline.com/doi/full/10.1080/0163853X.2014.955774 | ||
|DOI=10.1080/0163853X.2014.955774 | |DOI=10.1080/0163853X.2014.955774 | ||
|Abstract=This study investigates a particular behavior in talk-in-interaction that appears to be, at least in its most explicit form, relatively unique to children, that is, the behavior whereby one participant explicitly instructs another participant to say a specific phrase, after which the first participant then supplies a prefashioned response. Rather than simply dismissing such conduct as the product of an immature psychology, close examination of the sequential organization of such talk reveals that even children at a very early age comprehend the execution of any given speech action demands a particular sequential context for that talk to be both sense-making and effective. The data discussed herein reveal an understanding of preference organization and sequential trajectory displayed by children as young as 2 and 3 years old and that this three-part "say [x]" format has versatile application in children's talk-in-interaction. | |Abstract=This study investigates a particular behavior in talk-in-interaction that appears to be, at least in its most explicit form, relatively unique to children, that is, the behavior whereby one participant explicitly instructs another participant to say a specific phrase, after which the first participant then supplies a prefashioned response. Rather than simply dismissing such conduct as the product of an immature psychology, close examination of the sequential organization of such talk reveals that even children at a very early age comprehend the execution of any given speech action demands a particular sequential context for that talk to be both sense-making and effective. The data discussed herein reveal an understanding of preference organization and sequential trajectory displayed by children as young as 2 and 3 years old and that this three-part "say [x]" format has versatile application in children's talk-in-interaction. | ||
}} | }} | ||
Latest revision as of 06:08, 15 December 2019
| Morita2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Morita2015 |
| Author(s) | Emi Morita |
| Title | “Say (x)”: a device for securing conversational footing in the talk of young children |
| Editor(s) | |
| Tag(s) | Children, Sense-making, Footing, EMCA |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Discourse Processes |
| Volume | 52 |
| Number | 4 |
| Pages | 290–310 |
| URL | Link |
| DOI | 10.1080/0163853X.2014.955774 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study investigates a particular behavior in talk-in-interaction that appears to be, at least in its most explicit form, relatively unique to children, that is, the behavior whereby one participant explicitly instructs another participant to say a specific phrase, after which the first participant then supplies a prefashioned response. Rather than simply dismissing such conduct as the product of an immature psychology, close examination of the sequential organization of such talk reveals that even children at a very early age comprehend the execution of any given speech action demands a particular sequential context for that talk to be both sense-making and effective. The data discussed herein reveal an understanding of preference organization and sequential trajectory displayed by children as young as 2 and 3 years old and that this three-part "say [x]" format has versatile application in children's talk-in-interaction.
Notes
