Evaluative Language Used by Mandarin-Chinese-Speaking Dyads in Personal Narratives: Age and Socioeconomic Differences

Autor/inn/en	Lai, Wen-Feng; Chen, Yen-Yu
Titel	Evaluative Language Used by Mandarin-Chinese-Speaking Dyads in Personal Narratives: Age and Socioeconomic Differences
Quelle	In: Early Child Development and Care, 186 (2016) 7, S.1017-1033 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1076397
Schlagwörter	Language Usage; Mandarin Chinese; Working Class; Mothers; Audio Equipment; Child Language; Socialization; Socioeconomic Status; Parent Child Relationship; Middle Class; Toddlers; Multicultural Education; Reliability; Family Characteristics; Statistical Analysis; Foreign Countries; Multivariate Analysis; Taiwan + Suchen Sie Ihr Suchwort? Sprachgebrauch; Arbeiterklasse; Mother; Mutter; Audio-CD; 'Children''s language'; Kindersprache; Socialisation; Sozialisation; Socio-economic status; Sozioökonomischer Status; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mittelschicht; Infant; Infants; Toddler; Kleinkind; Multikulturelle Erziehung; Reliabilität; Statistische Analyse; Ausland; Multivariate Analyse
Abstract	The aim of this study was to determine the effects of age and family socioeconomic status (SES) on the evaluative language performance of Mandarin-Chinese-speaking young children and their mothers. The participants were 65 mother-child dyads recruited in Taiwan. Thirty-four of these dyads were from middle-class families and 31 were from working-class families. Narrative conversations of individual dyads were audio-recorded, and transcripts of those conversations were prepared and analyzed using the Child Language Data Exchange System. The primary findings were as follows: (a) mothers of 3-year-olds used more cognitive words; (b) middle-class mothers produced more cognitive words, whereas working-class mothers used more repetitions; (c) 3-year-old children used substantially more evaluative language than 2-year-olds in cognitive words, reported speech, and gratuitous terms; and (d) middle-class children produced more cognitive words than working-class children, whereas working-class children produced more reported speech. The results are discussed in relation to language socialization and the implications for multicultural education are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01