Wells, Bill (2010) Tonal repetition and tonal contrast in English carer-child interaction. In: Barth-Weingarten, D., Reber, E. and Selting, M., (eds.) Prosody in Interaction. Studies in Discourse and Grammar (23). John Benjamins , Amsterdam , pp. 243-262. ISBN 978 90 272 2633 4
Research has so far failed to demonstrate how, or even that, young children progressively acquire a set of tones or pitch accents that have distinct meanings or functions. From recent work in the phonetics of conversation, there is some evidence that a speaker’s choice of tone can be accounted for by reference to the tone used in the previous speaker’s turn rather than by reference to an intonational lexicon. This view is supported by analysis of interactions between Robin, aged 19-21 months, and his mother. Robin systematically uses a repeat of his mother’s tone to display alignment with the ongoing activity, while using a different, contrasting tone when initiating a new action or sequence. It is suggested that such tonal repetition and contrast are fundamental to children’s learning of English intonation.
|Copyright, Publisher and Additional Information:||© 2010 John Benjamins. This is an author produced version of a book chapter subsequently published in 'Tonal repetition and tonal contrast in English carer-child interaction'. Uploaded in accordance with the publisher's self-archiving policy. Permission must be obtained from the publisher in order re-use or reprint any of this work.|
|Institution:||The University of Sheffield|
|Academic Units:||The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Department of Human Communication Sciences (Sheffield)|
|Depositing User:||Prof Bill Wells|
|Date Deposited:||23 Nov 2012 13:42|
|Last Modified:||16 Dec 2015 10:36|