Kindergarten Teachers as Models for Children’s Speech

Granowsky, Seena; Krossner, William J.

doi:10.1080/00220973.1970.11011210

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…And yet, studies on institutionalized infants and children in the United States (Brodbeck andIrvin 1946, Goldfarb 1945) confirm that verbal interaction with adults is crucial to language development, at least at early stages. Granowsky and Krossner (1970) state that serious language handicaps persist even after a child has spent eight years in a foster home. On the other hand, Lenneberg (1967:137) wrote: "Children reared in orphanages are frequently below average in speech and motor development when tested at three but when retested a t six or seven are found t o have caught up with the control population."…”

Section: Study Of Baby-talk In Comanche and Inmentioning

confidence: 99%

“…In a comparison of teachers addressing kindergarten children of 5 and 6 years of age, and teachers addressing each other, Granowsky and Krossner (1970) found that a mean of 61.6% of adult/child speech contained simple sentences, while adult/adult speech contained 37.7% simple sentences. Adult/child speech contained 2.9% compound sentences, 26.1% complex, and 2.4% compound-complex sentences.…”

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confidence: 99%

“…Fraser and Roberts (1973), in an analysis of the variations in speech to preschool children from 1% to 6 years of age, found in a task involving telling a story from pictures, a clear increase in MLU from llh t o 2% years of age with no change thereafter. Granowsky and Krossner (1970) examined sentence length among adults, and adults addressing kindergarten children between the ages of 5 and 6. Their results showed that mean sentence length in adult speech was 13.50 words, while for adult/child speech it was 8.17 words.…”

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confidence: 99%

“…Such units, or verbal behavior episodes, often appear as a problem, topic, or theme, and the interaction between mother and child proceeds smoothly until a solution is reached. It is at this (Granowsky & Krossner 1970) point that the child is granted status as one whose remarks are worthy of interest and justify a verbal response.…”

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confidence: 99%

“…Regarding lexical choice, only two studies, Drach (1969) and Granowsky and Krossner (1970) have calculated type-token ratios as a measure of vocabulary diversity addressed to the child. This score is the number of different words divided by the square-root of twice the number of words in the sample.…”

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confidence: 99%

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Speech Addressed to Children: Issues and Characteristics of Parental Input

Landes

1975

Language Learning

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The linguistic environment of the child was largely taken for granted by the generative grammarians of the 1960's because of their emphasis on innate ideas as a basis for first language acquisition. Only recently have researchers studied the child's environment linguistically, indicating that not only are adults sensitive to and affected by the need to communicate with their children, but that interaction patterns between parent and child change according to the increasing language skill of the child. These interaction patterns are linguistically summarized here in terms of their syntactic and stylistic features. Such features include sentence complexity, number of transformations involved, types of sentences addressed to the child, the use of repetition, modeling, correcting, baby talk register, and the speed of delivery. All of these features are correlated with the age of the child, but many relationships are still unexplored and questions unresolvEd. If the current trend of research continues, our outlook on the role of parental input in the process of first language acquisition may change quite drastically.

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Section: Study Of Baby-talk In Comanche and Inmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Speech Addressed to Children: Issues and Characteristics of Parental Input

Landes

1975

Language Learning

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Mothers' speech to children of four different ages

Fraser

Roberts

1975

J Psycholinguist Res

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This study reports analyses, in terms of five different measures, of the speech on two standard tasks of 32 middle-class mothers to their children aged 1 1/2, 2 1/2, 4, and 6 years. Sex and birth order of child were not found to be related to mothers' speech. On four of the measures, both task and age of child had strongly significant effects. In general, with increasing age of child, mothers spoke more, in longer and grammatically more complex utterances, with greater diversity of vocabulary. The differences in speech addressed to 1 1/2-year-olds and that addressed to 2 1/2-year-olds were particularly marked.

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Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate

Reid

Trofimovich

2018

System

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Kindergarten Teachers as Models for Children’s Speech

Cited by 6 publications

References 14 publications

Speech Addressed to Children: Issues and Characteristics of Parental Input

Speech Addressed to Children: Issues and Characteristics of Parental Input

Mothers' speech to children of four different ages

Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate

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