Features of Speech in German and US-American Mother-Toddler Dyads during Toy Play and Book-Reading

Autor/inn/en	Doering, Elena; Schluter, Kevin; von Suchodoletz, Antje
Titel	Features of Speech in German and US-American Mother-Toddler Dyads during Toy Play and Book-Reading
Quelle	In: Journal of Child Language, 47 (2020) 1, S.112-131 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von Suchodoletz, Antje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000919000461
Schlagwörter	Mothers; Parent Child Relationship; Toddlers; Story Reading; Play; Toys; Cross Cultural Studies; Correlation; Language Variation; Language Acquisition; Foreign Countries; Context Effect; Video Technology; English; German; Speech Communication; Expressive Language; Verbs; Form Classes (Languages); Language Usage; Discourse Analysis; Germany; New York (New York) + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind; Spiel; Toy; Spielzeug; Cultural comparison; Kulturvergleich; Korrelation; Sprachenvielfalt; Sprachaneignung; Spracherwerb; Ausland; English language; Englisch; Deutscher; Analytischer Sprachbau; Sprachgebrauch; Diskursanalyse; Deutschland
Abstract	Previous research indicates that features of speech during mother-toddler interactions are dependent on the situational context. In this study, we explored language samples of 69 mother-toddler dyads collected during standardized toy play and book-reading situations across two countries, Germany and the United States (US). The results showed that features of speech differed across situational contexts. However, situational differences were mostly found among the sample from the US but not from Germany. Few significant associations between mothers' and toddlers' language variables were found. Findings are discussed with regard to variations in language across situations and countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01