|
16 |
M |
yes who is this? [that’s Noah ] _________________[(points to book)]_______ | |
|
÷ |
17 |
say hello Noah | |
|
18 |
ɪ |
[°hello° ] [ (waves) ]______________________________ | |
|
19 |
“m |
good boy________________________ |
directed modelling
In line 16, M acknowledges B’s non-verbal topic initiation with a confirmatory yes and a
topic-related question: who is this?. The question is answered immediately by the mother with an
accompanying gesture, which ensures that she retains the turn. She follows this move, without
pausing, with an enforced repetition: say hello Noah. B’s joint verbal and non-verbal response in
line 18 is treated as correct with a positive evaluation in line 19.
The next extract (1c) illustrates modelling in the context of correction, where parents
simultaneously use modelling in order to repair a trouble source and correct the child’s response.
The pattern was available to all three dyads w examples of both embedded and exposed
corrections.
Extract 1c (pair one)
|
1 |
M |
show me the cat then [where’s the cat?]______ | |
|
2 |
B |
_______________________[(points to book)]_________ | |
|
3 |
M |
no no no that’s not a cat where’s the cat?______ | |
|
4 |
B |
(points to book)_______________________________ | |
|
÷ |
5 |
M |
no no let me show you [where’s the cat?] _________________________[(points to cat) ]_________ |
|
ɪ |
~B~ |
[(points to cat)__________________________________ | |
|
7 |
M |
[it’s the cat ] [(points to cat)]____________________________________ | |
|
T^ |
B |
[cat [(points to cat)__________________________________ | |
|
^9^^ |
^m" |
that’s the cat____________________________________ |
modelling in correction
10
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