How to become a listener – on the acquisition of the German minimal response HM
| Author: | Komor, Anna |
| Abstract: | |
| Coordination and cooperation of speaker and listener in discourse is a basic communicative skill. Minimal response, therefore, is an important feature for maintaining conversation. Absence of minimal response puts conversation at risk. In my talk, I will discuss how children acquire the German minimal response HM. Whereas most studies deal with the child in the role of the speaker (e.g. Hausendorf/Quasthoff 2005, Becker 2005) my research focusses on the child as an active listener. The data is based on a 3-year longitudinal study (Komor forthcoming). Three German speaking children aged 5 to 8 were observed in authentic peer communication, with a focus on story telling sequences. The data was evaluated quantitatively and interpreted qualitatively through discourse analysis. Results show a low use of the minimal response HM at the age of five and six with a distinct increase up to the age of eight. With increasing age the quality of minimal response changes as well. Whereas the younger children place minimal responses according to formal aspects 8-year-olds rather place minimal responses according to propositional aspects. Hence, the acquisition of the minimal response HM proceeds from mere response to genuine back-channel. With improving listener skills conversation among peers gets more consistant. |
|
