Conversation means a process in which two persons use spoken language to share their ideas or feelings about one or more topics. Basically, to maintain natural conversation requires language competence and discourse skills. It also
requires acquisition of presupposition and referential skills (O...
Conversation means a process in which two persons use spoken language to share their ideas or feelings about one or more topics. Basically, to maintain natural conversation requires language competence and discourse skills. It also
requires acquisition of presupposition and referential skills (Owens, 2004); of these, conversational turn-taking and topic operation skills are essential (Manolson, 1984; Brinton & Fujiki, 1989). Conversational competence is very important in communicating with others and may have critical effects on academic achievement and on social competence, such as peer relationship maintenance, in school age. However, children with intellectual disability may have language development delayed, as compared with typical developing children, and have difficulty in understanding non-verbal communication. Having difficulty in getting a correct understanding of the conversational situation and making improper reaction, they may also have
greater difficulty in leading natural conversation than typical developing children. As the importance of children's conversational competence was recognized, research has been conducted on the conversational characteristics of children with intellectual disability, mainly with two topics: conversational turn-taking and speech acts. While there have been studies on topic operation, Jeon (1995) is the only research in South Korea; no attempt has been made to determine how topic operation differs between children with intellectual developmental disorder and normal ones. Conversational turn-taking is needed to maintain a basic conversational form and topic manipulation ability is very important because it may enhance conversational cohesion (Park, 2001). The purpose of this study was to determine how conversational turn-taking necessary to maintain basic conversation and topic manipulation ability differed between children with intellectual developmental disorder and typical developing children. The participants of This study were a total of 30 children: 10 children with mild intellectual developmental disorder, 10 language-age matched children, and 10 chronological-age matched children. To collect data, the researcher showed four pictures about 'school life,' 'nursery life,' 'family life,' and 'after-school life,' respectively, and led conversation for 15 to 20 minutes according to the procedure suggested by Heo and Lee (2012). Four detailed questions related to the topics were used and directly and indirectly leading questions were asked according to the children's responses. In analyzing the data, the total frequency, the average number of speeches and word-phrases per conversational turn, andfrequency of each conversational turn-taking type were analyzed for conversational turn-taking and topic initiation, topic maintenance, topic changes, and appropriateness of each type were measured and compared in frequency for topic manipulation. The data were statistically processed using repeated two-way ANOVA and one-way ANOVA. On the basis of these results, the following conclusion and suggestions were as follow: First, no significant difference was found in the total frequency and the average number of speeches during 10 minutes of conversational turn-taking between the children with intellectual disability and the language-age matched and chronological-age matched ones. However, significant differences were found in the average number of word-phrases per conversational turn between the children with intellectual disability and the chronological-age matched ones. This result implies that children with intellectual developmental disorder can take conversational turns in a similar way to typical developing children in conversation, make a similar amount of speech to normal ones per conversational turn, and make shorter speech per conversational turn than chronological-age matched peers. Second, as for conversational turn-taking types, no significant difference was found in frequency of conversational turn-taking initiation, maintenance, and overlapping between the children with intellectual disability and the language-age matched and chronological-age matched ones; however, significant differences were found in frequency of discontinuation. This result implies that children with intellectual developmental disorder can initiate and maintain a topic in conversation in a similar way to normal ones but are relatively more likely to discontinue conversational turn-taking than normal ones. Third, as for topic operation, no significant difference was found in general topic initiation and maintenance between the children with intellectual disability and the language-age matched and chronological-age matched ones; however, significant differences were found in general topic changes. No significant difference was found in appropriate topic initiation, maintenance, and changes; however, significant differences were found in inappropriate topic maintenance and changes. This result implies that children with intellectual disability can initiate and maintain a topic in a similar way to typical developing children but may relatively more frequently maintain or change an inappropriate topic in keeping on with conversation than typical developing children. As for conversational turn-taking and the topic-manipulation characteristics of children with intellectual disability, they were able to initiate and maintain conversational turn-taking in a similar way to typical developing children but were more likely to discontinue conversation than typical developing children. They were able to initiate a topic in a similar way to typical developing children but might more frequently maintain and change a topic improperly than typical developing children. These results can help understand the conversational characteristics of children with intellectual disability and be important in assessing thei conversational competence and in giving an intervention in their conversati
Conversation means a process in which two persons use spoken language to share their ideas or feelings about one or more topics. Basically, to maintain natural conversation requires language competence and discourse skills. It also
requires acquisition of presupposition and referential skills (Owens, 2004); of these, conversational turn-taking and topic operation skills are essential (Manolson, 1984; Brinton & Fujiki, 1989). Conversational competence is very important in communicating with others and may have critical effects on academic achievement and on social competence, such as peer relationship maintenance, in school age. However, children with intellectual disability may have language development delayed, as compared with typical developing children, and have difficulty in understanding non-verbal communication. Having difficulty in getting a correct understanding of the conversational situation and making improper reaction, they may also have
greater difficulty in leading natural conversation than typical developing children. As the importance of children's conversational competence was recognized, research has been conducted on the conversational characteristics of children with intellectual disability, mainly with two topics: conversational turn-taking and speech acts. While there have been studies on topic operation, Jeon (1995) is the only research in South Korea; no attempt has been made to determine how topic operation differs between children with intellectual developmental disorder and normal ones. Conversational turn-taking is needed to maintain a basic conversational form and topic manipulation ability is very important because it may enhance conversational cohesion (Park, 2001). The purpose of this study was to determine how conversational turn-taking necessary to maintain basic conversation and topic manipulation ability differed between children with intellectual developmental disorder and typical developing children. The participants of This study were a total of 30 children: 10 children with mild intellectual developmental disorder, 10 language-age matched children, and 10 chronological-age matched children. To collect data, the researcher showed four pictures about 'school life,' 'nursery life,' 'family life,' and 'after-school life,' respectively, and led conversation for 15 to 20 minutes according to the procedure suggested by Heo and Lee (2012). Four detailed questions related to the topics were used and directly and indirectly leading questions were asked according to the children's responses. In analyzing the data, the total frequency, the average number of speeches and word-phrases per conversational turn, andfrequency of each conversational turn-taking type were analyzed for conversational turn-taking and topic initiation, topic maintenance, topic changes, and appropriateness of each type were measured and compared in frequency for topic manipulation. The data were statistically processed using repeated two-way ANOVA and one-way ANOVA. On the basis of these results, the following conclusion and suggestions were as follow: First, no significant difference was found in the total frequency and the average number of speeches during 10 minutes of conversational turn-taking between the children with intellectual disability and the language-age matched and chronological-age matched ones. However, significant differences were found in the average number of word-phrases per conversational turn between the children with intellectual disability and the chronological-age matched ones. This result implies that children with intellectual developmental disorder can take conversational turns in a similar way to typical developing children in conversation, make a similar amount of speech to normal ones per conversational turn, and make shorter speech per conversational turn than chronological-age matched peers. Second, as for conversational turn-taking types, no significant difference was found in frequency of conversational turn-taking initiation, maintenance, and overlapping between the children with intellectual disability and the language-age matched and chronological-age matched ones; however, significant differences were found in frequency of discontinuation. This result implies that children with intellectual developmental disorder can initiate and maintain a topic in conversation in a similar way to normal ones but are relatively more likely to discontinue conversational turn-taking than normal ones. Third, as for topic operation, no significant difference was found in general topic initiation and maintenance between the children with intellectual disability and the language-age matched and chronological-age matched ones; however, significant differences were found in general topic changes. No significant difference was found in appropriate topic initiation, maintenance, and changes; however, significant differences were found in inappropriate topic maintenance and changes. This result implies that children with intellectual disability can initiate and maintain a topic in a similar way to typical developing children but may relatively more frequently maintain or change an inappropriate topic in keeping on with conversation than typical developing children. As for conversational turn-taking and the topic-manipulation characteristics of children with intellectual disability, they were able to initiate and maintain conversational turn-taking in a similar way to typical developing children but were more likely to discontinue conversation than typical developing children. They were able to initiate a topic in a similar way to typical developing children but might more frequently maintain and change a topic improperly than typical developing children. These results can help understand the conversational characteristics of children with intellectual disability and be important in assessing thei conversational competence and in giving an intervention in their conversati
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