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‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder

Hughes, L; Corrin, J; Newton, C; Best, W; (2022) ‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder. Journal of Interactional Research in Communication Disorders , 12 (2) pp. 152-182. 10.1558/jircd.20235.

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Abstract

BACKGROUND: Parent–child conversations form the primary context for language acquisition. This article investigates the role of test questions (TQs) in shaping turn construction opportunities for children with language disorder during conversational remembering with their mothers. METHOD: Video-recorded data from two mother–child dyads were evaluated using conversation analysis (CA). A recently proposed framework was used to examine TQ sequences initiated and developed from both a knowing and unknowing epistemic stance. RESULTS: Our findings suggest that turn-taking and turn construction opportunities for the child are shaped by: congruity of mother’s epistemic stance within and across turns; positioning of mother’s remembering as shared, joint, or collaborative; availability of language elements in mother’s turn for the child’s next turn construction; and mother’s expectation of competence display by the child in their following turn. DISCUSSION AND CONCLUSION: Our data reveal the potential of CA to inform understanding of TQ patterns and interventions which support parents in the refinement of conversation skills to help children with language disorder.

Type: Article
Title: ‘Where does Granny live?’ The role of test questions in conversational remembering between mothers and their children with developmental language disorder
DOI: 10.1558/jircd.20235
Publisher version: https://doi.org/10.1558/jircd.20235
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Developmental Language Disorder, Intervention, Parent-child interaction, children conversation
UCL classification: UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: https://discovery.ucl.ac.uk/id/eprint/10147916
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