Language socialization across cultures: Calling-out and repeating routines in Kwara'ae children's language socialization
Language socialization across cultures: Calling-out and repeating routines in Kwara'ae children's language socialization
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跨文化的语言社会化：Kwaraae 儿童语言社会化中的喊出和重复惯例
DOI：
10.1017/cbo9780511620898.002
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发表时间：
1987
期刊：
影响因子：
64.8
通讯作者：
D. Gegeo
中科院分区：
文献类型：
--
作者：
K. Watson‐Gegeo;D. Gegeo
儿童语言研究者对常规如何塑造儿童语言习得的兴趣日益浓厚，导致了对个体常规的研究，主要集中在他们教授交际能力的哪些方面以及他们如何教授这些方面。很少有人注意到演讲者剧目中的个别惯例是如何相互关联的。然而，正如Boggs（1985）所指出的，为了解释在特定情况下使用的惯例的含义，重要的是要知道说话者所理解的内容以及为什么选择一个惯例而不是其他惯例。后一种关注体现在Hymes（1974）的“言语经济”概念中，这与言语社区内各种关系中特定代码和言语模式的分布有关（Boggs，1985）。言语经济的概念将研究者的注意力引导到几个层次的分析上，包括在言语社区中共享惯例的程度，惯例的形式和在不同情况和参与者中的使用，每个惯例的“用途”，引发特定惯例的上下文或其他特征（如参与结构），以及惯例的生活史。对这些问题的思考非常有益，有助于我们组织对Kwara'ae族照料者和儿童的日常活动进行分析。本文着重探讨夸拉埃族儿童语言社会化过程中的两个相互关联的常规：呼唤和重复。
Growing interest among child-language researchers in how routines shape children's language acquisition has led to studies of individual routines, focused primarily on what aspects of communicative competence they teach and how they teach them. Less attention has been paid to how individual routines in speakers' repertoires are interrelated. Yet, as Boggs (1985) points out, in order to interpret the meaning of a routine used in a particular instance, it is important to know both the content as understood by the speakers and why one routine rather than some other was selected. The latter concern is embodied in Hymes's (1974) concept of “speech economy,” which has to do with the distribution of particular codes and modes of speech in the various relationships found within a speech community (Boggs 1985). The notion of speech economy directs the researcher's attention to several levels of analysis, including the degree to which routines are shared across a speech community, a routine's form and usage across situations and participants, what each routine is “for,” contextual or other features (such as participation structure) that elicit a particular routine, and the life histories of routines. Reflecting on these issues has been very useful in helping us to organize an analysis of routines engaged in by Kwara'ae caregivers and children. This paper focuses on two interrelated routines, calling out and repeating, which are key routines in Kwara'ae children's language socialization.