Adult-to-child group-addressing speech in the pre-school

Abstract

This study examines adult-to-child group-addressing speech. Em ploying an observational approach, the speech of six adults was recorded in two pre-schools, over 10 months. Approximately 500 examples were analysed for language form and speech function. Results suggest that group-addressing speech is highly distinctive and particular ly favoured as 'management' talk. An argument is made for paying more attention to group addressing, because (a) understanding such speech could be linked to the skills necessary for interacting in groups, and (b) the pre-school and the infant reception class are the first situations where the young child will experience being spoken to as part of a group.

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