SECOND LANGUAGE ACQUISITION IN CHILDHOOD: A CASE STUDY
SECOND LANGUAGE ACQUISITION IN CHILDHOOD: A CASE STUDY
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Date
1982
Authors
NDAHI, KUJARA SHAWULU
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Abstract
Audio recordings took place in various locations: the child's home, the investigator's home, the school, the garden. Various people were involved in these recordings: the Uncle-in-law, the Aunt, various friends and relations of Mana's family as well as those of the investigators family, children at her school and her playmates in her home environment.
The video-recordings took place in a bedroom in the investigator's home. There were various objects in the room: 2 beds, a set of drawers, wardrobes, several stools, children's books and various toys (e.g. an elephant, an aeroplane, a tea set, cars). One micro¬phone was used in the video-recordings; in the first recording, the investigator held it in her hand through¬out the duration of the recording. However, during the second session, the microphone was left hanging from a line just above the area where the action took place (i.e. where the investigator and other participants stayed).
2.
Following Bloom (1973), we have attempted to divide the data into speech events and these are numbered sequentially as they appeared on the tapes. Like Bloom, the criterion used for the division is essentially a shift of topic or focus. However, what has not been captured is the time lapse between and within events.
The notation convention is as follows: all the utterances on the right side are Mana's and all those on the left are others, who are generally represented by their initials, (except when first mentioned, and in actual utterances)1 The material in parentheses on the left is descriptions of behaviour and situational context. Utterances follow one another on successive lines. Ongoing behaviour or action is coded in the
1. Mana has used 'Uncle' and 'Daddy' to refer to her Uncle-in-law. Similarly, she has used 'Auntie' or 'Mummy to refer to her aunt with whom she lived. The researcher was generally referred to as 'Auntie'. However, in the school environment, she was also referred to as 'Teacher' by many of the children, including the subject herself. The nanny (N) and Iya are one and the same person.
3. present progressive form, and occurs on the same line as the utterance. Immediately previous (or immediate¬ly subsequent) behaviour or action is coded in the simple present and occurs on the line preceding (or following) the utterances. Dotted lines (...) indicate unintelligible or inaudible utterances. Utterance boundary for Maria's utterances is marked by a slash (/). A question mark (?) against a word indicates a doubt as to the correct word used by the child.
Description
A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy,
in
Teaching English as a second Language (TESL)
Keywords
SECOND, LANGUAGE, ACQUISITION, CHILDHOOD:, CASE, STUDY