Extract 3 (pair two)
|
÷ |
3 |
K |
[look look football ] [(points to book, looks at M)] |
|
^~ |
ɪ |
^M |
football mmm: ok (nods, .........smiles)_____________ |
initiation
evaluation
First K initiates topic with a verbal comment and accompanying gesture at the picture. In line 4
the lexical item is repeated (football) and non-verbal affirmation and praise is given (nodding,
smiling) along with verbal affirmation. The topic then shifts in a different direction.
4. Initiation - confirmation - topic pursuit
The next pattern is also found in the context of child topic initiation. On this occasion M, rather
than responding with an evaluation, displays receipt of the child’s initiation and pursues the
child’s topic with an itemised enquiry related to the child’s agenda (Radford and Tarplee, 2000).
This type of sequence could be described as initiation - confirmation - topic pursuit (ICT).
Extract 4 (pair two)
|
÷ |
5 |
K |
[my book ] [(gets up to get book)]_________________ |
initiation |
|
2÷ |
6 |
JM |
your book________________________ | |
|
j____ |
K |
yeah:_________________________________ |
confirmation check | |
|
2÷ |
_8___ |
M |
what happened to your book?________ | |
|
_9___ |
topic pursuit | |||
|
10 |
_ you want to get it?____________________ | |||
|
11 |
ɪ |
yeah______________________________ | ||
|
12 |
M |
ok(.)>go and play with your toys< |
K initiates topic with a simultaneous verbal and non-verbal move. This is received by M
with partial repetition of K’s referent, as if she is checking her hearing or understanding, and her
hearing is, indeed, confirmed by K in line 7. M next asks a question that is topically related to the
12
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