Abstract:
:Although word searching in children is very common, very little is known about how adults support children in the turns following the child's search behaviours, an important topic because of the social, educational, and clinical implications. This study characterizes, in detail, teachers' use of prompting, hinting, and supplying a model. From a classroom dataset of 53 instances, several distinctive patterns emerged. A prompted completion sequence is initiated by a 'word retrieval elicitor' ('fishing::') and is interpreted as a request to complete the phrase. Non-verbal prompting is accomplished through a combination of gaze and gesture and, also, as a series of prompts. Hinting supplies a verbal clue, typically via a wh-question, or by specifying the nature of the repairable. In contrast, the strategies that supply a linguistic model include both embedded and exposed corrections and offers of candidates. A sequential relationship was found between prompting, hinting, and supplying a model which has implications for how clinicians and teachers can foster self-repair.
journal_name
Clin Linguist Phonjournal_title
Clinical linguistics & phoneticsauthors
Radford Jdoi
10.3109/02699200903407149subject
Has Abstractpub_date
2010-02-01 00:00:00pages
83-100issue
2eissn
0269-9206issn
1464-5076journal_volume
24pub_type
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