Interpretation / 156
the pattern of interaction is typical of tutorial events, Ilda does not
'violate* the norms of conversation by asking known information. As she
is aware that her grandmother has no experience of airliners, she uses
attention-getting devices and gives information and explanations. In some
conversations with younger siblings not included in the present study,
however, Target Children used Test Questions when 'playing school' or
doing homework.
CS 06.17. 01 to 15 and 25 to 33 Child = Otilia, X = Mother
Otilia is coming back from the house with the money to
buy the cakes
|
Ol |
M |
So, you found [the money! ... how auch is |
this? | |||||
|
(1 1 11 |
11 |
1 1 |
0> | |||||
|
02 |
Child |
it is yours |
(2 |
1 6 |
61 |
0 |
0 |
2> |
|
03 |
M |
yes, I'a saying: how much is this? |
(1 |
1 4 |
11 |
1 |
1 |
0) |
|
04 |
Child |
oh ! [I don't know! |
<2 |
1 6 |
61 |
0 |
0 |
1> |
|
05 |
M |
count it then! |
(1 |
5 4 |
31 |
4 |
0 |
0> |
|
06 |
M |
how ιauch aoney is it? |
<1 |
5 4 |
11 |
1 |
1 |
0) |
|
07 |
Child |
oh! |
<2 |
1 6 |
61 |
0 |
0 |
1) |
|
08 |
M |
no, no, count it then, what's this then? |
(1 |
5 4 |
11 |
1 |
1 |
1) |
|
09 |
M |
how Buch is here? |
<1 |
5 4 |
11 |
1 |
1 |
1) |
|
10 |
Child |
ten [in Portuguese! |
(2 |
1 6 |
61 |
0 |
0 |
1) |
|
11 |
M |
is it tell? |
(1 |
1 4 |
13 |
1 |
3 |
0) |
|
12 |
Child |
yes |
(2 |
1 6 |
63 |
0 |
0 |
1) |
|
13 14 |
M Child |
[mixing the coins! ya, ya, ya ... and how auch oh! <2 |
is this? 1 4 11 1 1 6 61 0 |
1 0 |
1) 1> | |||
|
15 |
M |
and this Boney, how such is it? |
<1 |
1 4 |
11 |
1 |
1 |
1> |
|
[goes on with the same pattern for 9 more turns! |
(2 |
1 6 |
61 |
0 |
0 |
2) | ||
|
26 |
M |
[showing another coin! and this? |
<1 |
1 4 |
11 |
1 |
1 |
0) |
|
27 |
Child |
it's ten |
<2 |
1 б |
61 |
0 |
0 |
2) |
|
28 29 |
M Child |
[pointing at the two coins very close one |
another! |
11 61 |
1 0 |
1 0 |
0) 2) | |
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