Analytic, synthetic, abstracting, and word-class-defining aspects of verbal mother-child interactions View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

1985-05

AUTHORS

Ernst L. Moerk

ABSTRACT

Phenomena of language teaching and learning in the course of verbal interactions between one mother and her daughter were analyzed. The daughter was between 18 and 27 months old during the recordings, and her utterance length ranged from 1,5 to 4,0 morphemes. Twenty hours of interactions were analyzed and the emphasis was placed upon sequential aspects and mathemagenic features of the conversations. It was demonstrated that the mother performs much analytic, synthetic, abstracting, and word-class-defining work during these verbal interactions. These maternal instructional activities seem to lead not only to the child's learning of language rules but also to her employment of the abstracting, analytical, and synthetic methodology. It is concluded that the main explanatory focus has to be on the mother in the attempts to explain language transmission and acquisition. Basic similarities to other instructional/skill training situations are suggested. Neither extraordinary complex cognitive nor innate linguistic capacities need to be assumed to explain the phenomena in question. More... »

PAGES

263-287

References to SciGraph publications

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/bf01068086

DOI

http://dx.doi.org/10.1007/bf01068086

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1030011273


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