| Residential College | false |
| Status | 已發表Published |
| Other-Repetition as Interactional Practice in Bilingual Parent-Child Interaction | |
YOUNHEE KIM
| |
| 2024-06-06 | |
| Conference Name | Interactional Competences and Practices in L2 |
| Conference Date | 2024 6 5-7 |
| Conference Place | University of Southern Denmark, Kolding, Denmark |
| Abstract | One of the salient features that characterize speech by and to children are repetition whether self- or other-repetition. Along with recast, repetition in children’s discourse was mainly examined for its potential to contribute to language mastery. Since the lack of research attention to the discourse functions of repetition was pointed out by Keenan (1977), however, the field has made a small but steady progress in our understanding of the discourse functions of repetition in parent-child interaction. In parent-child dyads, parents use other-repetition to acknowledge the receipt of information, to ask for clarification, to ask for confirmation, to reformulate the child’s utterances. It was shown that children use other-repetition to establish their participation status in multi-party interaction at a nursery. While we have a relatively better understanding of discourse functions of parental other-repetition, studies that examine child’s repetition of parent’s prior turn with the micro-lens of conversation analysis still remain scanty. Based on 7 hours of longitudinal conversation data between father and four-year-old son, this study examines the parent’s and the child’s other-repetition as interactional practice in conversation. Within the context where the topic of conversation mostly concerns the child’s day at the preschool, conversation is constructed by interlacing the child’s primary epistemic position with the parent’s scaffolding in linguistic and discourse matters. Through exact, elaborated and modified repetition, father and son display engagement and alignment, as well as correcting and clarifying each other’s meaning. The study shows how other-repetition serves as a fundamental and versatile interactional practice as the parent and the child are engaged in discursively constructing what happened to the child at the preschool and making sense of the experience by talking about it. |
| Document Type | Conference paper |
| Collection | DEPARTMENT OF ENGLISH |
| Affiliation | University of Macau |
| Recommended Citation GB/T 7714 | YOUNHEE KIM. Other-Repetition as Interactional Practice in Bilingual Parent-Child Interaction[C], 2024. |
| APA | YOUNHEE KIM.(2024). Other-Repetition as Interactional Practice in Bilingual Parent-Child Interaction. . |
| Files in This Item: | There are no files associated with this item. | |||||
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