"Talking like a Book?" Socioeconomic Differences of Maternal Conversational Styles in Co-Constructing Personal Narratives with Young Taiwanese Children

Autor/in	Lai, Wen-Feng
Titel	"Talking like a Book?" Socioeconomic Differences of Maternal Conversational Styles in Co-Constructing Personal Narratives with Young Taiwanese Children
Quelle	In: Early Child Development and Care, 180 (2010) 10, S.1361-1377 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Middle Class; Speech Communication; Mothers; Foreign Countries; Mandarin Chinese; Literacy; Personal Narratives; Socioeconomic Influences; Parent Child Relationship; Interpersonal Communication; Comparative Analysis; Audio Equipment; Correlation; Age Differences; Working Class; Taiwan + Suchen Sie Ihr Suchwort? Mittelschicht; Mother; Mutter; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Erlebniserzählung; Sozioökonomischer Faktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Audio-CD; Korrelation; Age; Difference; Age difference; Altersunterschied; Arbeiterklasse
Abstract	The study investigated how Taiwanese mothers with different socioeconomic statuses (SES) co-constructed personal experience with their children in narrative conversations. Forty dyads recruited in Taiwan participated in the study, half from middle-class families and half from the working-class. Narrative conversations in Mandarin Chinese were tape-recorded, transcribed verbatim and analysed quantitatively. The results indicated that the family SES was more closely related to the maternal conversational style than the children's age. Middle-class mothers were more elaborative, confirmative and more likely to incorporate basic narrative elements into conversations. Working-class mothers were more likely to initiate multiple topics of the same theme and rarely corrected children's errors in conversations. Conversational style of middle-class mothers resembled written language, whereas that of working-class mothers was more casual. The results are discussed in relation to the literacy development of children. Implications for schooling are included. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10