Oral conversations  

Oleh:

Lloyd, Julian ; Arnold, Paul ; Lieven, Elena V.M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 21 no. 61 (Feb. 2001), page 083-107.
Fulltext: Julian Lloyd; Elena Lieven; Paul Arnold.pdf (1.15MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/FIL/21 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Twelve hearing-impaired children (mean age 8;8 years) were videotaped as they each constructed Lego models with two partners: a normally hearing peer and a teacher. A comparison was made between their utterances and spoken turns with peers and teachers. The frequency of these did not differ between the two, although they took more total turns (verbal and nonverbal) with teachers than peers. With peers their turns contained more utterances and their contribution to the conversations was proportionally greater in relation to length of turns and utterances. Teachers talked more than peers and used longer turns and utterances. These differences are examined through a qualitative analysis. The educational implications and directions for future research are discussed.

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