By Oxford University
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Extra info for Applied Linguistics, Volume 31, issue 1, 2010
Repeated viewings were made followed by detailed transcriptions of selected segments. Given that, apart from aforementioned work, there are no detailed studies of interaction in the classrooms of children with specific language difficulties, one possible analytical approach would be to borrow or adapt a coding scheme used in second language classroom research. This was rejected for several reasons. In terms of children’s moves, coding single turns, for instance as phonological, lexical or grammatical ‘errors’ (Lyster 1998), would be inappropriate because (i) many of the turns contain multiple sources of trouble and (ii) unclear content is a common source of trouble in specific language difficulties data, but it only becomes apparent from the teacher’s display of difficulty in the subsequent turn or turns.
Or ‘wh’ questions. Detailed descriptions of repair practices have important implications for practitioners. Studies of repair trajectories in classrooms where children are learning a second language have identified distinctive patterns that are associated with different communicative tasks (Seedhouse 2004). As far as the field of speech and language therapy is concerned, comparable work has provided preliminary insights into interactions between adults and children with specific language impairment (Gardner 2005) and adults with acquired speech disorders (Bloch 2005).
The words within a single bracket indicate the transcriber’s best guess at an unclear utterance. A full stop indicates a stopping fall in tone. It does not necessarily indicate the end of a sentence. A comma indicates a ‘continuing’ intonation. A question mark indicates a rising inflection. It does not necessarily indicate a question. Pointed arrows indicate a marked falling or rising intonational shift. They are placed immediately before the onset of the shift. Underlined fragments indicate speaker emphasis.