Lexical Repetition in Second Language Learners' Peer Play Interaction

Dados Bibliográficos

ID4792161
AutoresVeslemøy Rydland (0000-0002-2036-3920, University of Oslo, autor correspondente), Vibeke Grøver Aukrust (University of Oslo)
Ano2005
Volume55
Fascículo2
Páginas229-274
Data de publicação2005-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoLanguage Learning (JOURNAL)
Identificadores do periódicoISSN: 0023-8333 • E-ISSN: 1467-9922
EditoraWiley (PUBLISHER • GB)
DOI10.1111/j.0023-8333.2005.00304.x
OpenAlexW2110378249
IdiomaEN
Citações recebidas11
Referências citadas34

Recent studies have pointed to the importance of second language learners' use of repetition for conversational participation and language learning. This study researched the significance of repetition, varying in type and complexity, for second language learning children's verbal participation in play as well as their academic language skills and extended discourse participation. Twenty-seven 4- and 5-year-old children with Turkish as their first and Norwegian as their second language were videotaped in multiparty preschool play. The target children's second language lexical repetition of self and others was identified and subcategorized according to repetition complexity. The main findings suggested that self-repetition was related to frequency of verbal participation, whereas complex other-repetition was related to children's academic language skills and participation in extended discourse

First language · Language acquisition · Language assessment · Linguistics · Mathematics education · Norwegian · Repetition (rhetorical device) · Second-language acquisition · Turkish · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology