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

1. Tuitional Modelling

All three participating dyads demonstrated a number of instances of tuitional modelling (Lasky
and Klopp, 1982). This can be separated into two sub-types: directed modelling, shown in
extracts 1a and 1b, and modelling in the form of correction (1c).

Extract 1a (pair two)

Sequence 1a begins in line 6 with mother’s request for action which is repeated after a
one second pause. K’s non-verbal response in line 7 is acknowledged by M’s reformulation of her
original request, as if she is requesting clarification in line 8. As the child continues not to
respond whilst his head is being stroked, the directive is again repeated: clap. K’s action (in 10) is
treated as a correct response in line 11 with M’s positive evaluation. In this extract the same
directive is repeated three times. In other similar examples, parents both verbally and non-
verbally model a physical action or specific behaviour, as if instructing their child to perform an
action.

Extract 1b shows a variation of 1a, modelling of a specific verbal response, which
represented a significant pattern for pairs one and two.

Extract 1b (pair one)

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