*1) *** ( *, **).., 2 00 1, 6, 2, 293-3 12. 4-5 15, 15 -, (1), (2),,,., (1),, (2),,,,... (conversational turn - taking ),... 1970,..,. Loban (1976) * BK21 293
,,,,. Piaget (1926, Peterson & Johnson, 1989 ), Olson (1977)., (Dodge, 1983; Gottman & Parkhurst, 1980)., (Gottman, Gonso & Rasmussen, 1975). (Rubin, 1980, Peterson & Johnson, 1989)., (Peterson & Johnson, 1989).,.,,.,.., Leonard (1998).,.,. (Fujiki, Brinton & T odd, 1996), (Brington et al., 1997; Craig & Washington, 1993).,. (discourse regulation). 294
,,. Sacks, Schegloff & Jefferson (1974).,,.,,,.,., (Craig & Gallagher, 1982; Craig & Washington, 1986)., (Bloom, Rocissano & Hood, 1976; Garvey & Berninger, 1981). (turn completion points),. (turn) (topically related utterance) (Cappella, 1979; Cappella & Planalp, 1981; Cherry & Lewis, 1976). (a pair of turns)(garvey, 1984)..,,,,,., -,. 295
. 1. 4;0-5;11 15 1:1 15, 30. 4, 5(, 1994; Berk, 1994; Ervin- Tripp, 1979; Garvey, 1975). (1), (2) PRES (Preschool Receptive Expressive Language Scales;, 2000) 4;0 5;11, (3) 6, 1, 1(Stark & T allal, 1981), (4) K- WPPSI (Korean- Wechsler Preschool and Primary Scale of Intelligence;, 1997)5 85 (- 1 SD ), (5)., (1), (2) PRES 4;0-5;11, (3) 3, (4) K- WPPSI 85 (- 1 SD ), (5). 4;74;8. (Craig & Evans, 1991),. 10, 5. 296
2.. 4, 3. 1-2PRES, K-WPPSI, 2. 20-25.,.,. -,, TV,., 3-5 8.. (3 ). 1.5 (Craig & Evans, 1989, 1993; Craig & Gallagher, 1982). Sacks, Schegloff & Jefferson (1974) -. 4-5 3. 3. (AIWA, Model HS- JX899) (SONY, Model CCD- TRV67). 30 1-2., (1), (2) 297
, (3).. <- 1>.,,,,,. 3.. -Craig & Gallagher (1982). 2 (Craig & Gallagher, 1982).,.. <- 2>.. (utterance focus)(gaze), (prox - imity ) 32 (Craig & Gallagher, 1982). <- 3>.. (1.5 ) (Craig & Gallagher, 1982; Craig & Evans, 1989, 1993). 298
3. 3,., 3,... (3)..... 3.., (semantic relationship) (Bloom, Rocissano & Hood, 1976). <- 1>. 299
<- 1> ( ) 100 ( ) 100 ( ) 100 ( ) ( ) 100 ( ) 100. 1. t-., t- <- 2>. <- 2> t- t t M (%) SD (%) M (%) SD (%) 3.62 2.79 3.27 3.74.65 96.38 97.21 3.27 3.74.65,. <- 3>. <- 1>. 300
<- 3> t- t t M (%) SD (%) M (%) SD (%) 1.26.34 1.51.51 2.25* 2.36 2.46 2.20 3.81.09 *p <.05 <- 1> (t = 2.25, p <.05),.,. 2. t-.,,,, <- 4>. 301
<- 4> t- M (%) SD (%) t 96.20 8.46 68.75-100.00 1.74 100.00.00 100.00-100.00 M (%) SD (%) t 87.30 9.76 62.26-96.88 4.43** 98.61 1.65 94.81-100.00 M SD t 1.12.10 4.77** 1.34.14 M (%) SD (%) t 96.41 4.84 52.00-100.00 1.56 98.46 1.55 82.02-100.00 M (%) SD (%) t 88.94 9.20 74.16-100.00 4.02** 98.60 1.40 95.83-100.00 **p <.01 t-, (t = 4.43, p <.01), (t = 4.77, p <.01), (t = 4.02, p <.01),,.,.,,, 1.12, 1.34., 88.94 % 98.60 %. 302
. 1.... Sacks, Schegloff & Jefferson (1974), (Craig & Gallagher, 1982; Craig & Evans, 1993; Craig & Washington, 1986; Gallagher & Craig, 1982).,.., (Gallagher & Craig, 1982),.,,. Gallagher & Craig (1982). (premature response) (transition- relevant position).,. (interruption). 303
.,.. Gallagher & Craig (1982),..,. 2..,.,, (Craig & Evans, 1989).,. 8-132-4 Gallagher & Craig (1989), -, -.,. 304
.. -, (Rosinski- McClendon & Newhoff, 1987)...,, (back channel device).,., (Stein, 1976; Sheppard, 1980).,...,..,...,,,., 305
.,.,..,..,.., (repair of overlapping speech). (2000)... (1997). K- WPPSI (Korean- Wechsler Preschool and Primary Scale of Intelligence). :. (1994).. :. Adams, C. & Bishop, D. V. M. (1989). Conversational characteristics of children with semanticpragmatic disorders : Exchange structure, turn taking, repairs and cohesion. B ritish J ournal of D isorders of Comm unication, 24, 211-239. Berk, L. E. (1994). Child D evelopm ent (3rd ed.). Needham Heights, MA: Allyn & Bacon. Bloom, L., Rocissano, L. & Hood, L. (1976). Adult- child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 8, 521-552. 306
Brington, B., Fujiki, M., Spencer, J. C. & Robinson, L. A. (1997). The ability of children with specific language impairment to access and participate in an ongoing interaction. J ournal of Sp eech and H earing R esearch, 40, 1011-1025. Cappella, J. N. (1979). T alk and silence sequences in informal conversation I. H uman Comm unication R esearch, 6, 3-17. Cappella, J. N. & Planalp, S. (1981). T alk and silence sequences in informal conversation : Interspeaker influence. H uman Comm unication R esearch, 7, 117-132. Cherry, L. & Lewis, M. (1976). Mothers and two- year- olds: A study of sex- differentiated aspects of verbal interaction. D evelop m ental Psy chology, 12, 278-282. Craig, H. K. & Evans, J. N. (1989). T urn exchange characteristics of SLI children s simultaneous and nonsimultaneous speech. Journal of Sp eech and H earing D isorders, 54, 334-347. Craig, H. K. & Evans, J. N. (1991). Turn exchange behaviors of children with normally developing language: The influence of gender. Journal of Sp eech and H earing R esearch, 34, 866-878. Craig, H. K. & Evans, J. N. (1993). Pragmatics and SLI: Within- group variations in discourse behaviors. Journal of Sp eech and H earing R esearch, 36, 777-789. Craig, H. K. & Gallagher, T. M. (1982). Gaze and proximity as turn regulators within three- party and two- party child conversations. Journal of Sp eech and H earing R esearch, 25, 65-74. Craig, H. K. & Washington, J. A. (1986). Children s turn- taking behaviors: Social- linguistic interaction. Journal of P ragmatics, 10, 173-197. Craig, H. K. & Washington, J. A. (1993). Access behaviors of children with specific language impairment. Journal of Sp eech and H earing R esearch, 36, 322-337. Dodge, K. (1983). Behavioral antecedents of peer social status. Child D evelopm ent, 54, 1387-1399. Ervin- Tripp, S. (1979). Children s verbal turn- taking. In E. Ochs & B. Schieffelin (Eds.), D evelopm ental P ragmatics (pp. 391-414). New York: Academic Press. Fujiki, M., Brinton, B. & T odd, C. (1996). Social skills of children with specific language impairment. Lang uag e, Sp eech, and H earing S ervices in Schools, 27, 195-202. Gallagher, T. & Craig, H. (1982). An investigation of overlap in children s speech. J ournal of Psy - choling uistic R esearch, 11, 63-75. Garvey, C. (1975). Requests and responses in children s speech. J ournal of Child Lang uag e, 2, 41-63. Garvey, C. (1984). Children s Talk. Cambridge, MA: Harvard University Press. Garvey, G. & Berninger, G. (1981). T iming and turn- taking in children s conversations. D iscourse P rocesses, 4, 27-57. Gottman, J. & Parkhurst, J. (1980). A developmental theory of friendship and acquaintanceship 307
processes. In W. A. Collins (Ed.), M innesota Symp osia on Child Psy chology. Hillsadale, NJ: Lawrence Erlbaum Associates. Gottman, J., Gonso, J. & Rasmussen, B. (1975). Social interaction, social competence, and friendship in children. Child D evelop m ent, 46, 709-718. Leonard, L. B. (1998). Children with Sp ecif ic Lang uag e Imparim ent. Cambridge, MA: T he MIT Press. Loban, W. (1976). Lang uag e D evelop m ent: K indergarten through Grade Twelve (No. 18). Urbana, IL: National Council of T eachers of English. Olson, D. R. (1977). From text to utterance: T he bias of language in speech and writing. Harvard E ducation R ewiew, 47, 257-281. Peterson, D. & Johnson, C. (1989). Conversational topics of 4- year- olds. Journal of Sp eech and H earing R esearch, 32, 857-870. Piaget, J. (1926). The Lang uag e and Thought of the Child. London: Routledge & Kegan Paul. Rosinski- McClendon, M. K. & Newhoff, M. (1987). Conversational responsiveness and assertiveness in language impaired children. Lang uag e, Sp eech, and H earing S ervices in Schools, 18, 53-62. Sacks, H., Schegloff, E. & Jefferson, G. (1974). A simplest systematics for the organization of turntaking for conversation. Lang uag e, 50, 696-735. Sheppard, A. (1980). Monologue and dialogue speech of language- impaired children in clinic and home setting: Semantic, conversational and syntactic characteristics. Unpublished master s thesis, University of Western Ontario. Stark, R. & T allal, P. (1981). Selection of children with specific language deficits. Journal of Sp eech and H earing D isorders, 46, 114-122. Stein, A. (1976). A comparison of mothers and fathers language to normal and language deficient children. Unpublished doctoral dissertation, Boston University. 308
<- 1> (turn) 1. (, 1997). 2. (5 ), (, 1997).... (1)/ (2) 3., (, 1997). ( ) (1) ( ) (2) 4. ( 10 % ) ( ) ( ) (,, ) (, 1997). :? 5., :,.../ (..,? ) (Adams & Bishop, 1989). :.. :../ () 6., (Adams & Bishop, 1989). 7. (), () (Adams & Bishop, 1989). 8.. : / (Adams & Bishop, 1989). 9. ( ) : (incomplete utterance)? (Adams & Bishop, 1989). :.... - :, :?, (word- finding) 10.. (Adams & Bishop, 1989). 309
<- 2> 1.? ~~,?,,? 5??,,?,. ( ) 2.?,,..,?. OO, OO OO, OO? OO?,?,,?,?, ( ) 310
<- 3> ( 1 )... ( 1 ).. ( 1 ) self- directed. conventional gesture. (,,,, ). ( 1 )... ( 1 ).. ( 1 ) self- directed. conventional gesture.. *,, 32 * Craig & Gallagher (1982) 311
AB ST RACT T urn - T akin g Char acteristics of Childr en w ith Specific Languag e Impairm ent and Norm al Childr en H y o Jin Lee (Korean Association for the Fostering and Education of the New Generation) Y oun g - T ae K im * (Ewha Womans University) The purpose of the present study was to investigate the turn-taking characteristics between the specific language impaired (SLI) and the normal children. Fifteen SLI children and fifteen normal children, matched with their language age at 4;0-5;11, participated in this study. Spontaneous utterances were elicited and videotaped from the free play interactions between the child and the researcher. The results were analyzed with t-test. The results indicated that the SLI children showed qualitative and quantitative differences from those of the normal children in terms of turn errors, interruptions, interactive attention, responsiveness, number of turns, adjacent and contingent responses. To be more specific, the results of the present study were as follows: (1) both groups of children didn t show any significant differences in the percentages of occurrence of simultaneous and nonsimultaneous turns, (2) The percentage of occurrence of SLI children s sentence-initial overlaps was significantly higher than that of the normal children, (3) Both groups of children didn t show any significant difference in the percentages of occurrence of sentence-internal overlaps, (4) There were significant differences in responsiveness, number of turns, contingent responses between the two groups. T he SLI children were significantly less responsive than normal children. In addition, the SLI children produced significantly fewer turns and contingent responses than normal children, (5) T here w as no significant difference in utterance focus and in adjacent responses. * e - m ail: y oungtae@m m.ew ha.ac.kr 312