The communication of language impaired children
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Contents
Preface
1 Introduction 1
1.1. General Purpose of the Study 2
1.2. General Outline of the Study 4
1.3. The Need for a Specific Research Model 5
1.4. Specific Language Impairments (SLI) 6
1.5. Pragmatics 7
1.6. Interaction, Communication and Language Representation 8
1.7. Text, Conversation, Discourse 10
1.8. Coherence and Cohesion 11
1.9. Organisation of the Book 12
2 The study of discourse coherence 15
2.1. Basic Approaches 16
2.1.1. Sociology and Ethnomethodology 16
2.1.2. Sociolinguistics and Textlinguistics 16
2.1.3. Relevancy of Conversation and Discourse Analysis 17
2.2. Models for Studying Discourse Coherence 18
2.3. Generative Models of Discourse Coherence 18
2.3.1. Global Models of Discourse Coherence 19
2.3.2. Local Models of Discourse Coherence 21
2.3.2.1. Lexico-syntactic Models 22
2.3.2.2. Illocutionary Models of Discourse Coherence 23
2.4. Descriptive Models of Discourse Coherence 27
2.5. Alternatives to Generative and Descriptive Models 28
2.5.1. Situation-Interpreter based Approaches 29
2.5.2. Cognitively Grounded Conversational Rules Model 30
2.6. Summary 31
3 Coherence in adult-child conversations 35
3.1. Coherence: the shaping of discourse 35
3.2. Current status of interaction studies with Specific Language
Impaired (SLI) children 39
3.2.1. Turn-taking 40
3.2.2. Child Adjusted Register (CAR) 44
3.2.3. Topic and Theme Management 47
3.2.4. Communication Acts 50
3.2.5. Communication Breakdown and Repairs 51
3.3. Summary 53
4 Interaction analysis of communicative abilities (IACV) 55
4.1. Adult-child discourse in IACV 56
4.2. Units of Description and Analysis in IACV 56
4.2.1. Situation and Context 58
4.2.2. Verbal and Nonverbal Acts 58
4.2.3. Exchanges and Moves 62
4.2.4. Turns, Turn-exchanges and Backchannels 63
4.2.5. Subsequences and Themes 64
4.2.6. Topic of discourse 65
4.3. Coding Discourse Coherence in IACV 67
4.3.1. Initiations 67
4.3.2. Responses and Comments 70
4.3.3. Ellipsis 72
6.1. Total Number of Acts used by Adult and Child 106
6.2. Turn-taking 109
6.2.1. Backchannelling 109
6.2.2. Ellipsis 111
6.2.3. Mean Length of Turn (MLT) 111
6.2.4. Initiations Adult 115
6.2.5. Reinitiations Adult 115
6.2.6. Self-related Imitations Adult 116
6.2:7. Partner-related Imitations Child 117
6.2.8. Nonverbal Initiations 120
6.2.9. Summary 122
6.3. Child Adjusted Register (CAR) 123
6.3.1. Mean Length of Utterance (MLU) 123
6.3.2. Self-related Imitations Adult 124
6.3.3. Requests for Information Adult 125
6.3.4. Summary 125
6.4. Topic and Theme Management 126
6.4.1. Introduction New Theme 126
6.4.2. Mean Length of Subsequence (MLS) 128
6.4.3. Partner-related Imitations Child Between Groups Effect 129
6.4.4. Self-related Imitations Adult 129
6.4.5. Summary 130
6.5. Communication Functions 130
6.5.1. Requests for Information Adult and Child 130
6.5.2. Communication Functions Adult and Child 131
6.5.3. Summary 134
6.6. Communication Breakdowns and Repairs 135
6.6.1. Unfinished Verbal Acts 135
6.6.2. Parallel Talk 136
6.6.3. Adult Clarification Requests 136
6.6.4. Adult Corrections of Previous Act 137
6.6.5. Consecutive Initiations 138
6.6.6: Faulty Responses 138
6.6.7. Faulty Initiations 138
6.6.8. Summary 140
7 Discussion
7.1. Total Number of Acts used by Adult and Child 141
7.2. Turn-taking 143
7.2.1. Backchannelling 143
7.2.2. Ellipsis 144
7.2.3. Mean Length of Turn (MLT) 145
7.2.4. Initiations Adult 146
7.2.5. Reinitiations Adult 147
7.2.6. Self-related Imitations Adult 148
7.2.7. Partner-related Imitations Child 148
7.2.8. Nonverbal Initiations 149
7.2.9. Summary 149
7.3. Child Adjusted Register (CAR) 150
7.3.1. Mean Length of Utterance (MLU) 150
7.3.2. Self-related Imitations Adult 151
7.3.3. Requests for Information Adult 151
7.3.4. Summary 152
7.4. Topic and Theme Management 152
7.4.1. Introduction New Theme 152
7.4.2. Mean Length of Subsequence (MLS) 153
7.4.3. Partner-related Imitations Child 154
7.4.4. Self-related Imitations Adult 154
7.4.5. Summary 155
7.5. Communication Functions 155
7.5.1. Requests for Information Adult and Child 155
7.5.2. Communication Functions Adult and Child 156
7.5.3. Summary 157
7.6. Communication Breakdowns and Repairs 157
7.6.1 Unfinished Verbal Acts 157
7.6.2. Parallel Talk 157
7.6.3. Adult Clarification Requests 158
7.6.4. Adult Corrections of Previous Act 158
7.6.5. Consecutive Initiations 159
7.6.6. Faulty Responses 159
7.6.7. Faulty Initiations 160
7.6.8. Summary 161
7.7. Overall Summary of the Results 161
7.7.1. ThePartidpationinDiscourseCoheren.ee 162
7.7.2. The Role of the Caregiver 164
7.7.3. Grammatical Development and Pragmatic Skills 168
7.7.4. Implications for Further Research 169
8 BIBLIOGRAPHY 171
APPENDICES
A Transcript Conventions in IACV 189
B IACV Transcript Example 193
C IACV Communication Functions
(definitions and examples) 207
D Interjudge Reliability Measures for the IACV Pragmatic
Categories (based on Cohen's TCappa', 1960) 235
E Mean and Standard Deviations of Communication Function
Categories of the Caregivers 239
F IACV Tables of Statistics
(Tables Fla,b to F6 belonging to the chapters 6 and 7) 245
G Early Social Communicative Scales (ESCS)
(adapted version in Dutch) 261
