Conversational Modifications and Feedback in NS-NS and NS-NNS Children's Interactions
dc.contributor.advisor
Ota, Mits
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dc.contributor.advisor
Rajendran, Thusha
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dc.contributor.author
Dolan Geraghty, Kathleen
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dc.date.accessioned
2007-08-27T10:12:30Z
dc.date.available
2007-08-27T10:12:30Z
dc.date.issued
2007-11
dc.description.abstract
This study investigates task and interlocutor effects on feedback in children's interaction. Children were assigned to NS-NS (n=6 pairs) and NS-NNS (n=7 pairs) pairs and engaged in two tasks with their partner: (a) an information gap task and (b) a conversation task. Interactions were recorded and transcribed, and utterances coded for rates of non-target productions and feedback. Non-target productions were further coded by type and whether the utterance triggered feedback from their partner. The results show that children use conversational feedback but use slightly different proportions of each type as compared to adults. Significant main effects of were found for group (experimental vs. control) and speaker type (NS or NNS) on the amount of feedback used in each task, showing that non-native speakers and the experimental group (NS-NNS pairs) received significantly more feedback than NSs. Additionally, the type of feedback triggered by specific errors is discussed.
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dc.format.extent
983040 bytes
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dc.format.extent
1336320 bytes
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dc.format.mimetype
application/msword
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dc.format.mimetype
application/msword
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dc.identifier.uri
http://hdl.handle.net/1842/1941
dc.language.iso
en
dc.subject
English language
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dc.subject
linguistics
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dc.subject
conversational modification
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dc.title
Conversational Modifications and Feedback in NS-NS and NS-NNS Children's Interactions
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dc.type
Thesis or Dissertation
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dc.type.qualificationlevel
Masters
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dc.type.qualificationname
MSc Master of Science
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dcterms.accessRights
RESTRICTED ACCESS
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