ERIC Number: ED165491
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Children's Negotiation of Answers to Questions, Working Papers in Sociolinguistics, No. 51.
The assumption that question-answer sequences consist of two moves was examined using data from recordings of second-grade classrooms in Austin, Texas. Interactions initiated by children's spontaneous questions in informal, small group settings were evaluated. Twenty-nine dialogue samples are presented and analyzed. Four issues in the study of interaction are discussed: the selection of data for analysis, the use of "null set" in discourse, recognition of a "notable absence," and the usefulness of a two-move unit for describing events in conversation. The data indicate that answers are negotiated, and that three moves, rather than two, are required to accomplish an inquiry sequence: a question, a reply, and an evaluation. The status of a reply as answer or nonanswer is not determined until a questioner contributes his evaluation. A replier therefore does not know how his reply fits into an on-going conversation until the questioner reacts to it. (SW)
Descriptors: Child Language, Classroom Communication, Cognitive Processes, Data Analysis, Discourse Analysis, Elementary Education, Interaction Process Analysis, Language Acquisition, Language Research, Linguistic Performance, Psycholinguistics, Responses, Sociolinguistics, Speech Communication, Student Teacher Relationship, Verbal Communication
Southwest Educational Development Laboratory, 211 East 7th Street, Austin, Texas 78701
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Identifiers: Answers; Questions