Rice M L, Sell M A, Hadley P A
Child Language Program, University of Kansas, Lawrence 66045.
J Speech Hear Res. 1991 Dec;34(6):1299-307. doi: 10.1044/jshr.3406.1299.
Social interactions among preschool children were classified into four groups according to language ability: normally developing English, specific language impairment (SLI), speech impairment (SI), and English as a second language (ESL). The children were observed in naturalistic classroom interactions on three occasions. Conversational turns were coded according to initiations and responses, and addressee. The results reveal differences across the groups of children. Normal language peers initiate interactions with each other and have a higher percentage of longer responses; normal language peers were the preferred addressee in peer initiations. In contrast, children with limited communication skills were more likely than their normal language peers to initiate with adults and to shorten their responses or use nonverbal responses. ESL children were the least likely to initiate interactions and were the most likely to be avoided as the recipient of an initiation. The findings are interpreted as evidence that preschool children are sensitive to relative communication skills and make adjustments in their social interactions accordingly. Multiple contributing factors are implicated, including intelligibility, limited linguistic flexibility, limited discourse skills, and self-consciousness about communicative competence.
正常发展的英语组、特定语言障碍（SLI）组、言语障碍（SI）组和英语作为第二语言（ESL）组。对这些儿童在自然主义的课堂互动中进行了三次观察。对话轮次根据发起和回应以及受话人进行编码。结果揭示了不同儿童组之间的差异。正常语言能力的同伴之间相互发起互动，并且较长回应的百分比更高；在同伴发起的互动中，正常语言能力的同伴是首选的受话人。相比之下，沟通能力有限的儿童比正常语言能力的同伴更有可能与成人发起互动，并缩短他们的回应或使用非语言回应。ESL儿童发起互动的可能性最小，并且作为发起互动的接受者最有可能被回避。这些发现被解释为证据，表明学龄前儿童对相对沟通能力敏感，并相应地在社交互动中做出调整。涉及多个促成因素，包括可理解性、有限的语言灵活性、有限的话语技能以及对沟通能力的自我意识。
