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Autor/inn/en | Sheng, Ling; Dong, Wenming; Han, Feifei; Tong, Shiming; Hu, Jiangbo |
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Titel | Language Expansion in Chinese Parent-Child Mealtime Conversations: Across Different Conversational Types and Initiators |
Quelle | In: International Journal of Early Years Education, 30 (2022) 1, S.25-40 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sheng, Ling) ORCID (Han, Feifei) ORCID (Hu, Jiangbo) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2021.1971949 |
Schlagwörter | Food; Parent Child Relationship; Middle Class; Classification; Conflict; Language Acquisition; Chinese; Foreign Countries; Discourse Analysis; Preschool Children; China Lebensmittel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mittelschicht; Classification system; Klassifikation; Klassifikationssystem; Konflikt; Sprachaneignung; Spracherwerb; China; Chinesen; Ausland; Diskursanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
Abstract | This study examined the distribution of language expansion in parent-child (preschool aged) mealtime conversations in 30 Chinese middle-class families. The conversations were categorised into four types: "contextualised & conflicted," "contextualised & non-conflicted," "decontextualised & conflicted," and "decontextualised & non-conflicted." The language expansions were analysed using the systemic functional linguistic theory related to cohesive patterns in language expansion: "elaborations," "extensions," and "enhancements." While the parents dominated the conversations generally, the children were active contributors, initiating over one-quarter of the conversations. Initiation had an impact on the distribution of the conversational types: the proportions of "contextualised & non-conflicted" conversations was significantly higher in child-initiated conversations. The "contextualised & conflicted" conversations accounted for a higher proportion in parent-initiated conversations. It was the conversational type rather than initiation, which had an effect on the distribution of language expansion patterns. The least occurring "decontextualised & conflicted conversations" generated the most extensions. The frequently appeared "contextualised & non-conflicted" conversations, however, produced the fewest expanded messages. The implications from the findings for promoting high-quality mealtime conversations conducive to children's language learning are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |