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Children's communication repair strategies: Online versus face-to-face interaction.
Chung, Haeun; Baik, Kyungrang; Cheon, Jihye; Kim, Young Tae; Yim, Dongsun.
Afiliación
  • Chung H; Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea.
  • Baik K; Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea.
  • Cheon J; Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea.
  • Kim YT; Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea.
  • Yim D; Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea. Electronic address: sunyim@ewha.ac.kr.
J Commun Disord ; 108: 106406, 2024.
Article en En | MEDLINE | ID: mdl-38320390
ABSTRACT

INTRODUCTION:

One's ability to repair communication breakdown is an important pragmatic language skill. The present study examined children's communication repair strategies between online and face-to-face interactions using a reading comprehension task designed to probe for persistent clarification requests.

METHODS:

4-6-year-old typically developing children (Age M = 5.5years) completed a communication repair task. Online group (n = 17) completed the task online, face-to-face group(n = 22) met researchers in person. Children's responses were then categorized into verbal strategies, supplementary strategies, and nonresponses.

RESULTS:

Our results showed that children can effectively employ repair strategies when a communication breakdown occurs, regardless of the communication setting in response to a series of clarification requests. However, types and patterns of communication repair strategies varied between online and face-to-face interactions. Children in online interaction showed higher use of repetition and suprasegmental strategies than did their face-to-face peers. In contrast, children in face-to-face interaction demonstrated more frequent use of revision and addition. Also, we examined the relationship between repair strategy and children's language skills. The results showed that children with better language skills used more addition, which is a more complex strategy than suprasegmental and nonresponse, and tried to use repair strategies effectively in an attempt to repair their statements as clarification requests proceeded.

CONCLUSION:

It is important to understand different trends of pragmatic skills of children across online and face-to-face interaction. Guidance on the effective strategy to repair communication breakdowns depending on the different contexts needs to be considered for the successful use of online learning and telepractice.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Grupo Paritario / Comunicación Límite: Child / Child, preschool / Humans Idioma: En Revista: J Commun Disord Año: 2024 Tipo del documento: Article País de afiliación: Corea del Sur Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Grupo Paritario / Comunicación Límite: Child / Child, preschool / Humans Idioma: En Revista: J Commun Disord Año: 2024 Tipo del documento: Article País de afiliación: Corea del Sur Pais de publicación: Estados Unidos