| Conversation is the main way of oral communication for people to convey information and exchange ideas.It is also an important part of children’s oral language.Conversational ability is an important manifestation of children’s language use ability,so children’s conversational ability has attracted the attention of many scholars.Scholars at home and abroad mainly analyzed conversational ability from four dimensions: turning-turn,conversational initiation,conversational maintenance and conversational repair.With the opening of "second child",more and more families have two children.Some kindergartens in China also carry out mixed-age activities,so that children of different ages have more opportunities to communicate.Then what are the characteristics of conversations between children of different ages? What are the consistencies and differences in children’s conversational ability when they respectively talk with peers and peers of different ages? What are the effects of these two types of interaction objects on the development of children’s conversational ability? The existing literature does not give a clear answer.Therefore,this research from nanning collected from 64 in the army of one public kindergarten children as the research object,on the basis of the existing session code,combined with "the international children’s corpus data storage and analysis system"(CHILDES)in the directory “the Inventory Communicative Acts-Abridged,INCA – A”coding,by adopting the combination of quantitative analysis and qualitative analysis,the method of children’s conversational skills development at home and abroad for reference,research framework,This paper makes a comparative analysis on the consistency and difference of conversational ability development between middle and senior class children and two kinds of objects from four aspects of conversational rotation,conversational initiation,conversational maintenance and conversational repair.The results showed that: 1.When children in middle and senior classes talked with peers of the same age and peers of different age,the overall development trend of conversational ability was consistent,which was mainly reflected in the overall development trend of conversational ability,the communication tendency type and speech action type of conversation initiation and maintenance,and the use type of conversational repair.2.In the army of young children with the same age peers and different ages peer session,the session ability on the specific use of each part type preferences exist difference,mainly displays in wheel conversion,session initiation and maintenance of the specific communication tendency type preferences,session initiate and maintain specific words action type preferences,concrete repair session type preferences.3.The study further compared the differences between the two,combined with qualitative analysis,summarized the role of peers and peers of different ages on children’s conversation in middle and senior classes,and found that peers played a relatively supportive role in initiating children’s conversation in middle class and maintaining children’s conversation in senior classes;The peers of different ages have a promoting effect on the middle class children’s conversation maintenance ability and the development of the imaginative expression ability in conversation and the initiation ability of the older class children’s conversation.In view of the above research results,the researchers put forward the following four educational implications: 1.Actively carry out mixed-age activities to increase opportunities for children of different ages to interact.2.Pay attention to the interaction of "children-peer peers" to realize the conversational support of peers of the same age.3.Pay attention to the age difference of young children and play the role of demonstration in conversation by peers of different ages.4.Play the supporting role of adults to improve children’s daily conversation ability. |
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