Parent child interaction in Nigerian families: conversation analysis, context and culture

In line 1 M’s use of an imperative, show, is followed by a ‘wh’ question to which M
already knows the answer, given that the picture is in front of her. When B indicates incorrectly
in line 2, M’s response no no no clearly isolates the incorrect action from the attendant activity,
thus exposing the correction. Her repeat of the question generates a further incorrect response in
line 4. At this juncture M, (line 5), points to the cat, thus modelling the correct response whilst
repeating the question for a third time. In line 6, B copies his mother’s gesture, indicating that he
has noticed the exposed correction. In line 7, M simultaneously repeats her correct verbal and
non-verbal model. B next repeats again the non-verbal model whilst also copying the lexical item
cat which is finally confirmed by his mother.

2. Initiation - response - evaluation

Extract 2 shows a pattern, characteristic of teachers’ classroom talk, that is commonly known as
initiation-response-evaluation or IRE (Ridley et al., 2002). Each instance begins with an
interrogative from the adult or computer, which is subsequently responded to by the child and
evaluated by the adult. The evaluation either takes the form of affirmation and praise by
repetition, verbal or non-verbal praise. All instances occurred during book-sharing or computer
game activities.

Extract 2 (pair three)

3. Initiation - evaluation

Example 3 is similar to the IRE pattern, although it is the child who initiates the interaction. M
treats the child’s initiation as an IRE-type response by receiving it with an evaluation.

11

<<   8   9   10   11   12   13   14   >>

More intriguing information