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This is to certify that the
dissertation entitled

A CASE STUDY ON THE ROLE OF
CHILD-DIRECTED SPEECH (CDS)
IN CHILD LANGUAGE ACQUISITION

presented by

PAUL MATYCI-IUK

has been accepted towards fulfillment
of the requirements for the

Ph.D. degree in LINGUISTICS

 

 

 

 

Major Professor's Signature

it My. 2093

Date

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A CASE STUDY ON THE ROLE OF CHILD-DIRECTED SPEECH (CDS)
IN CHILD LANGUAGE ACQUISITION

By

Paul Matychuk

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Linguistics & Germanic,
Slavic, Asian, & African Languages

2003

 

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ABSTRACT

A CASE STUDY ON THE ROLE OF CHILD-DIRECTED SPEECH (CDS)
IN CHILD LANGUAGE ACQUISITION

By

Paul Matychuk

This dissertation examines the nature of child-directed speech (CDS) from the
perspective of functions (Halliday, 1977) and social interactionist theory. It is argued
that previous explanations of CD8, often called motherese or caregiver speech, have
either minimalized or neglected the fimctionalist-interactionist dimension of input in
language acquisition. Far from being merely a novel way of describing the language
caregivers use with infants, CDS is presented as a crucial catalyst in the complex process
of L1 acquisition.

At the heart of CD8 is negotiation between caregiver(s) and infant. The infant
need not always respond with complete or near-complete linguistic units or constituents
such as an adult might during a given negotiation, yet the context of the negotiation
remains crucial to the infant. As physical maturation increases and the infant begins to
produce more adult-like utterances, the negotiation between interlocutors becomes more
balanced, syntactically and phonologically but not necessarily semantically/fimctionally.

This dissertation is a case study which specifically examines the utterances or
input which family members direct at a Japanese infant during the early part of his
language development. The data generated by the subject and his parents provide an
interesting glimpse into one of the ways in which infants absorb language. The results of

the data analysis show that while the parents of the subject were seen to use roughly

 

equal am
the moth:
suggested
providing

language c

 

equal amounts of language with the child, the distribution of language functions used by
the mother was importantly different from that used by the father; therefore, it is
suggested that this difference in CD8 aids the language development of the infant by
providing more interactive negotiation, which is argued to be the crucial factor in

language development.

Copyright by
PAUL MATYCHUK
2003

This dissertation is dedicated
to my wife, my soul-mate,

Takako Naka Matychuk,

whose constant love, patience, and encouragement
have upheld me throughout this project.
The words to describe how much you
mean to me have yet to be penned.
You are everything to me.

 

 

 

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ACKNOWLEDGMENTS

I am deeply indebted to many people who have guided and goaded me along the
way towards the completion of this study. First, I must thank my dear fi’iends, Tadashi
and Masayo, for their constant, faithful help in obtaining the raw data for this study and
for having Hikaru, whose grunts and groans and developing language have helped me to
glimpse some of the mystery of and increased my awe for this thing we call language.

I also gratefully acknowledge the timely assistance of my committee chairperson,
Dr. Grover Hudson, and the other esteemed members of my committee, Dr. Mutsuko
Endo-Hudson, Dr. Susan Gass, and Dr. Dennis Preston. These linguists, pre-eminent in
their fields, have forgotten more about first and second language acquisition than I could
ever learn. They have inspired me in more ways than they could ever know: by their
publications, by their inimitable teaching styles, and by their friendship.

Grateful thanks also go to family, friends, and colleagues for their encouragement
to see this degree through to its completion: to Mum and Dad and Obaachan and Ojiichan
for always believing; to Dave, for always having a joke ready; to Barry, for always being
in line with me; to Stella, for being a wise mentor; to Lia, for being the best colleague in
the world; and, of course, to my beloved children, Natasha and Michael, for being
themselves.

Finally, and most importantly, I thank God for having created people, for having
designed us to be ‘fearfully and wonderfully made’ (Ps. 139:14 KJV), and for having
imbued us with language, a wondrous tool of infinite variation that allows us to

communicate with one another and with Him.

vi

 

 

 

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TABLE OF CONTENTS

LISTOFTABLES.......................................... .......... .ix
LIST OF FIGURES ..................................................... x
CHAPTER 1 -
INTRODUCTION
1 . 1 Introduction ............................................... 1
1.2 Statement of the problem ..................................... 5
1.3 Research question .......................................... 5
1.4 Overview ................................................. 8
CHAPTER 2
A REVIEW OF CHILD-DIRECTED SPEECH (CDS)
2. 1 Introduction ............................................... 10
2.1.1 Theories related to the acquisition of phonology ............ 10
2.1.2 Influences of input on phonological development .......... . 12
2.1.3 The place and limitations of biology in the L1
acquisition process .................................... 15
2.1.4 The contribution of Oller’s theory to understanding the L1
acquisition process ................................... 17
2.2 Social interactionist theory ................................... 19
2.2.1 Issues regarding noun and verb learning .................. 23
2.2.2 Where social interactionism and biology meet ............ . 25
2.3 CDS: An overview ......................................... 28
2.3.1 First, a criticism of social interactionist theory and CD8 ...... 28
2.3.2 The purpose of CD8 .................................. 36
2.3.3 Interpreting intent .................................... 37
2.3.4 Response of mothers to emotional signals from infants ....... 42
2.3.5 Rich interaction between parents and child ................ 45
2.3.6 Modification of adult speech to children .................. 46
2.3.7 Possible results of a lack of CD8 ....................... . 47
2.4 Halliday’s functions of language .............................. 49
CHAPTER 3
METHOD
3.1 Introduction ............................................. . 53
3.2 Research design ........................................... 53
3.3 Subject .................................................. 53
3.4 Data gathering procedure .................................... 56
3.4.1 Problems in and limitations of data: Transcription concerns . . . 58
3.4.2 Absence of video recording ............................ 58

vii

C HAPTEF

DATA AN
4. l
4.2

4.3
CHAPTER 5
SUMMARY

5.1

5.2

5.3

5.4

APPENDIX A

APPENDIX B
APPENDIX c

REFERENCES

 

 

CHAPTER 4

DATA ANALYSIS
4. 1 Introduction .............................................. 60
4.2 Analysis .................................................. 60
4.2.1 Functionsinthedatasets.....................'. ........ 63
4.2.2 Graphs comparing the functions ............... . ........ .- . 66
4.2.3 Selected data in chronological order ..................... 82
4.2.4 Functions in data sets dominated by M ................... 86
4.2.5 Functions in data sets dominated by F .................... 87
4.3 Subject responses to the dominant speaker ..................... . 89
CHAPTER 5
SUMMARY AND CONCLUSIONS
5.1 Introduction ............................................. . 100
5.2 Hypotheses revisited ....................................... 101
5.3 A new perspective on CD8 .................................. 106
5.4 Implications for further research .............................. 109
APPENDIX A Numbered entries of the transcript of subject H, recorded
from June 1998 to June 1999 ........................... 112
APPENDIX B Non-Japanese words found in the data ................... 225
APPENDIX C Tables showing all data sets ........................... 227
REFERENCES ....................................................... 244

viii

Table

Table

Table .
Table 4
Table 5
Table 6

Table 7

Table 1

Table 2

Table 3

Table 4

Table 5

Table 6

Table 7

LIST OF TABLES

Infraphonological interpretation of infant vocalizations

atfourages ................................... ...1...2
Composite of entire data set ............................ 64
Data sets in chronological order ......................... 82
Data sets in order of utterance count ..................... 84
Functions in data sets dominated by M ................... 86
Functions in data sets dominated by F .................... 87
H’s utterances in the data sets .......................... 90

ix

Figure 1

Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
“We 9
Figure 10
Figure 11
Figure 12
Figure 13
Figure 14
Pigllre 15
Fiimre l6
Figllre 17
“Elite 13
Fight: 19

Figure 20

Figure 1

Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
Figure 9
Figure 10
Figure 11
Figure 12
Figure 13
Figure 14
Figure 15
Figure 16
Figure 17
Figure 18
Figure 19

Figure 20

LIST OF FIGURES

A scheme of auditory-motor developments in early phonological
acquisition. Genetic and experiential factors interact during development

to produce the final observed behaviors ........................ 13
Total number of utterances per function per speaker ............... 67
Total number of utterances per speaker per function ............... 68
Function count per data set .................................. 69
Regulatory function per data set ............................... 70
Interactional function per data set ............................. 71
Heuristic function per data set ................................ 72
Informative ftmction per data set .............................. 73
Percentage of functions per data set ........................... 74
Percentage of regulatory function per data set .................... 75
Count of regulatory function per data set ........................ 75
Percentage of interactional function per data set .................. 77
Count of interactional function per data set ...................... 77
Percentage of heuristic function per data set ..................... 79
Count of heuristic function per data set ......................... 79
Percentage of informative function per data set ................... 81
Count of informative function per data set ....................... 81
Ratio of number of CD8 to H’s utterances per data set ............. 92
Ratio of CD8 to H’s utterances per speaker ...................... 93
Ratio of CD8 to H’s utterances per fimction ..................... 93

Figure 21 H’s utterance count by function ............................... 97
Figure 22 H’s utterance count by function in each data set ................... 98

Figure 23 The interaction of genetic factors and functional CDS ............. 108

xi

 

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CHAPTER 1
TN TRODUCTION

Introduction

On the face of it, the following short piece of actual dialogue would seem to

contain an ordinary exchange between a mother (M) and father (F) and their young child

(H). That it is in Japanese or that its contents relate to mundane events in the life of the

child are not the especially noteworthy parts, except, perhaps, to suggest the universality

of such parent-child exchanges. However, whether this language exchange contains

components crucial to the child’s language acquisition process is extremely important.

gmgmg

mgmgggmgmg

hikaru Chan, yatta t0 itte, ‘Hikaru, say, “hooray!”’
gokigen wa ii mitaidesu. ‘It appears that his mood is good.’
yatta wa, iutle, ‘What about “hooray?” Say it.’
yatta to itte, ‘Say, “hooray.”’
Wmmm]
pipi ne “‘Pipi”, isn’t it?’
mefl
koe dashite, yattatte, ‘Speak up. Say, “hooray.”’
«laughs.»
yatta to itte, ‘Say, “hooray.”’

((pause here; lots of background noise.))
«laughs,» [ba, ba,]
doshitan? meme? ‘What’s wrong? (Is it your) eye?’
[meme] ((squeals and makes ‘brrr’ noise with lips many times.))
yatta. ‘Hooray!’

((M & F talking in the background for some time here.))
((playing and shouting,» [pipi pipi pi], [pipi pipi,]
((to F)) chotto, nitattekitara yowabi m' shitene.
((to F )) ‘Hey, when it starts boiling, lower the heat.’
((to H)) tori no koto pipi ittendane. pippi pippi,
((to H)) ‘(You say) pipi for bird, don’t you? Pippi, pippi.’
((goes outside and tells F she is going to the garden.»
hikaru Chan itchadameyo. ‘Hikaru, you can’t go.’
«stats to cry»
((to H)) iyo iyo ittekite, ittekite, ((to H)) ‘Ok, ok. Go, go.’

«cries»

 

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Superficially, this kind of language interaction, which is replicated daily by
parents and their children around the world, seems unremarkable, even meaningless.
However, it is anything but meaningless for it contains utterances which urge this child
into action, question him, and confirm things for him, all of which are rather complex
concepts. Parents use language to help reveal the world to their children. However,
infants are not born with adult-like language competency with which they can
comprehend the meaning of the language their parents direct at them. So, where, one
may logically ask, do they get that ability? Though it is likely that children are born with
some sort of innate capacity for language acquisition (the nature of which is only
theorized at present) which might play some role in the language learning process, we
know that normal infants successfully manage to acquire the language(s) of their
environment. Exactly how infants become such skilled manipulators of a communication
tool as complex and nuanced as language, and to do it within a relatively short time
frame, still remains a fascinating riddle without a completely satisfying solution.

Chomsky (1988:3), near the outset of his Managua Lectures, states that

[a] person who speaks a language has developed a certain system of knowledge,

represented somehow in the mind and, ultimately, in the brain in some physical

configuration. In pursuing an inquiry into these topics, then, we face a series of
questions, among them:

1. What is the system of knowledge? What is in the mind/brain of the speaker of

English or Spanish or Japanese?

2. How does this system of knowledge arise in the mind/brain?

3. How is this knowledge put to use in speech (or secondary systems such as

writing)?

4. What are the physical mechanisms that serve as the material basis for this

system of knowledge and for the use of this knowledge?

Of these four deceptively simple questions, question 1 can be approached from

either of two (at least) main perspectives, one philosophical and one biological. To be

 

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addressed adequately, question 1 implies examining the mind/brain and language of a
normal adult speaker, though studying the language of children cannot, and indeed
should not, be ruled out. The biological inquiry that questions 1 and 4 imply lies within
the purview of neurolinguists and is beyond the scope of this study. Chomsky’s second
question, which deals with the thorny issue of acquisition, however, necessitates direct,
empirical study of child or first language (L1) learning in order to help explain the
‘system of knowledge’ mentioned in Chomsky’s first question. Yet, to approach any sort
of answer to the question of how language is acquired, an examination of how and for
what purposes that language comes to be used by the infant (question 3) should also be
conducted.

To begin to answer this multi-faceted L1 acquisition question and how the
acquisition relates to L1 usage, one must ask, ‘Assuming that a language acquisition
system of some sort exists within the mind of an infant and is operating normally, how
does it work?’ In the simplest of terms, the function of human language is to encode and
decode signals that are sent between individuals. These signals can range from an infant’s
simple expression of pain or pleasure to a teacher’s explanation of a sonnet. Typical
production and comprehension of a language (the potentially infinite set of linguistic
signals and functions of that language) assume an intelligence which creates, directs, and
understands specific linguistic output, and which can accurately decipher and
appropriately respond to linguistic input.

Chomsky’s questions, especially the acquisition question, have long been
considered either from a biological perspective or, once an infant is old enough to begin

producing ‘language’ which somewhat resembles typical adult forms, fi'om a

 

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developmental perspective, both of which are influenced by the environment. It is almost
a truism that the theory of acquisition one adopts and the method of studying L1
acquisition one chooses determine to a great extent the types of questions one asks and
the way one-examines the data gathered from such questions, and so, theories of language
acquisition abound. Piper (1998:141-164) provides a succinct overview of the principles,
strengths, and shortcomings of behaviorist, nativist, cognitive, and social interactionist
theories of language acquisition. Even though each of these general theories has
strengths and weaknesses, the one that I believe provides the greatest insight into the
process of language acquisition and, therefore, the one on which I base the present study,
is social interaction theory.

More will be said about this theory later, but for now a short quote fi'om Piper
(1998:161) sums up my motivation for choosing social interaction theory as a basis for
examining L1 acquisition.

The question that is of primary interest in language acquisition theory is how

children acquire the ability to express their intentions or meanings in language.

[Social] interactionists believe that they do so through a process of negotiation

with their mothers or principal caregivers [emphasis added]. This negotiation

occurs partly as a result of mothers treating children’s speech, even if it is
babbling, as meaningful and intentional [emphasis added].

Investigations of L1 acquisition which focus on biological aspects and which are
unquestionably of great importance, neglect, or at least minimize, what I believe to be the
crucial aspect of that acquisition: namely, the interaction (or in Piper’s terms, the ‘process
of negotiation’) of the child and mother (or primary caregiver), arguably the most

important person in the infant’s environment. It is this interaction, and its concomitant

facilitation of the development of functional language use, which demands the closest

 

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scrutiny and, therefore, is the aspect of L1 acquisition on which I will focus.
1.2 Statement of the problem

The research on child language acquisition has examined from a variety of
perspectives the language that infants produce. If, however, we assume that infants do
not learn language in a vacuum, an examination of the infant’s linguistic environment
seems logical and appropriate. In a different but related area of study, second language
acquisition (SLA) research, a great deal of work has focused on the input to which
learners are exposed (see Gass, 1997 and Gass and Selinker, 2001 for comprehensive and
insightful discussions of issues regarding input). The implication of this vein of SLA
research is that the input to which second language learners are exposed is a very
important component in determining the output that they produce in the target language.
That this should be even truer for first language acquisition is almost too obvious to
mention. Nevertheless, this specific area of L1 research, the linguistic input directed at
infants by their parents, has not been examined from the perspective of what language
functions it may contain and how those functions may affect Ll acquisition.
1.3 Research question

In this study I attempt to answer, at least in part, the question of ‘how the system
of knowledge arises in the mind/brain.’ Specifically, I examine L1 acquisition through a
study of the interaction between a young child and his family in order to discover how it
might be that infants come to understand the relationship between the phonetic and
semantic net which is thrown over them in the first few years of life and the world which
that net represents. First, I will examine what research into L1 acquisition says about

how language acquisition is believed to take place. Next, I will present what has been

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said about one of the most crucial factors in that acquisition: child-directed speech
(CDS—variously referred to in the literature as ‘infant-directed speech, parentese,
caretaker speech, nursery talk, nursery language, and caregiver speech’ (Catell

2000: 104)) and its contribution to the language learning process. Then, after having
presented the research plan for this study, I give the results of this study with their
analysis. Finally, I will explain why previous analyses of the L1 acquisition by infants
are incomplete and will propose a more appropriate perspective from which to view the
relationship of CD8 and L1 development.

For this study I examine the interaction between an infant and his environment in
the context of social interactionist theory and using the taxonomy of language functions
proposed and defined by Halliday (1977). Halliday’s work posited that the language
children use contains functions which show what children do with language. These
functions, which Halliday believed to be present in the child’s output system, do not, of
course, appear fully formed and functioning at birth. The functions (and of course the
language which is used to convey them) must have developmental roots within either the
children themselves or the environment, or perhaps both. Although Halliday examined a
child’s linguistic output system, it is reasonable to ask what influence the environment, in
other words, the input, has on the development of that output system. If the environment
plays any role at all in the linguistic development of an infant, presumably the parents or
primary caregivers are responsible for a substantial part of the input needed for the
infant’s linguistic development to commence and then flourish.

But, recalling Chomsky’s question of how the system of knowledge arises in the

mind/brain, we may ask ‘What is the nature of the input, the “linguistic net,” which is

 

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thrown over the infant? Does it contain some or all of the types of functions seen in the
output that Halliday has proposed? If so, which functions appear and in what
concentration? Can we discover any sort of relationship between the input and the
output?’ If this functional language ‘net’ does indeed exist, it should be'detectable in the 5
language spoken to infants by their family members or those with whom they have
sustained contact. It is perhaps reasonable, then, to suppose that CD8 may be more
complex and play a more crucial role in acquisition than has been thought.

By examining the kind of language parents or caregivers use with infants
according to the functions Halliday saw in the output of his subject, it may be possible to
discover a more quantifiable way of describing CDS than has been available before. It is
logical to believe that normal adult speakers have the ability to use their language for any
and all functions that exist in a given language with other adults; however, one might
assume that there is some observable and quantifiable variation among parents or
caregivers in their use of functional language when they interact with their young
children. But because there are no set rules about what sort of language people must use
with their children, an empirical examination of just what they actually do is necessary.
In an attempt to do this, I believed that recording the language and interactions in which
an infant and his parents engaged would provide the raw data from which a clearer
picture of CD8 might emerge. Since much of the literature in the field of L1 acquisition
examines the relationship between infant and mother, I hypothesized that it would be in
that dyad where functional language use and L1 development would be most easily
observable.

Since mother-child interactions would likely be the most profitable for

 

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investigation (Bloom 1993; de Boysson-Bardies 1991; Snow 1995), I also. surmised that
this relationship would produce results that were quantitatively very different from that of
the other relationships the child would have with-other family members. Based on my
understanding of Hallidayan functions (which will be explained below), I presumed that
the interactional function would be the most important and prominent and that the
regulatory function would also be prominent in the mother-child interactions but to a
lesser degree. Putting all of these beliefs, assumptions, and guesses together, I
formulated and proceeded to test the following related hypotheses:

a) The CD8 used by the mother with her child in this study will be quantifiably

different in content and quantity from the language that other family members use

with the subject.

b) Though all functions of language may be present in the linguistic input to

which the child is exposed, a specific subset of those functions, the interactional

and regulatory functions, will dominate the interactions between mother and child

and will be less prominent in the language uttered by other family members.
1.4 Overview

Chapter 2 reviews issues relevant to language acquisition theory, examines the
literature related to CD8, presents the major concepts of CD8, outlines how CDS relates
to social interactionist theory, and explains Halliday’s (1977) system of language
functions and how the data can be analyzed with it.

Chapter 3 presents the research method used in this study, describes the subject
and his family, and gives some concerns related to data collection.

Chapter 4 presents the results of the data analysis, discusses the data collected

with respect to language functions present, and shows important aspects of the interaction

between the subject and his family members, the main providers of the linguistic input in

 

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his environment. It examines which functions are seen in the speech of his four other
family members (M — mother, F — father, B — Brother, and S — sister) and how they
compare. Finally, the relationship between CD8 and the subject’s utterances is
examined. 1

Chapter 5 contains a discussion of the results of the data analysis and presents

final conclusions and paths for future study.

 

2.1 lntrc

In t1"
theory as it
extent to WI
process and
overlooked
explanation
language at
cOtlsicleratit
inter’3Cti0ni
OfCDS (im
Finally. I p]

the L1 3ch

CHAPTER 2

A REVIEW OF CHILD—DIRECTED SPEECH (CDS)
. 2.1 Introduction

In the following sections, I will present a discussion of language acquisition
theory as it applies to the area of phonological acquisition. This is done to show the
extent to which one specific area of L1 acquisition research has gone to explain this
process and to show that a crucial part of that process (the input) has been somewhat
overlooked and should be re-examined. The suggestion here is that biological
explanations for language development fail to provide a complete picture of how
language acquisition happens, and that, consequently, there is a need for a greater
consideration of environmental factors. Then I introduce and discuss social
interactionism, the theory on which the present study hinges. Next, I present an overview
of CD3 (including a criticism), after which I will discuss various crucial aspects of CD8.
Finally, I present Halliday’s taxonomy of language functions and how they can relate to
the L1 acquisition process.

2.1.1 Theories related to the acquisition of phonology

Although a complete understanding of how infants acquire language still eludes
researchers, various theories of language development exist. Many of these theories are
based on biology due to the assumption that the biological maturation process of an infant
is concomitant with and largely responsible for the relatively rapid acquisition of
language proficiency.

To take one example, a great deal of work has been done on the development of

the speech capacity and phonological development in infants (Bloom 1993; de Boysson-

10

 

 

Bardie
2000. )
approat

infant s

In

Speech pf:

[It
int

bir

,Vea

Bardies 1999; Budwig 1995; Harris 1990; Ingram 1989; Jusczyk 1997; Locke 1993; Oller
2000.) Even within this single component of L1 acquisition, there are various theoretical
approaches. Ingram (1989:96), for example, summarizes four main types of theories of
infant speech production:

Universal theory: the infant begins with the ability to articulate all human
speech sounds, then loses those that do not occur in the linguistic environment.

Articulatory learning theory: the infant is born with virtually no
articulatory ability. Early speech sounds will consist of those heard in the
environment.

Maturational theory: the onset of human speech sounds will be gradual,
that is, according to a biological predetermined program. Infants in all linguistic
environments will show the appearance of specific sounds at the same
approximate ages.

Refinement (vs. Attunement) theory: the infant begins with a preliminary
or basic set of speech sounds to build upon. He [sic] then acquires or adds other
less basic sounds from the linguistic environment.

Ingram (1989: 97) adds a minor caution in his discussion of theories of infant
speech production when he states that

[these] theories can only begin to be appropriately examined with data from

infants around 6-8 months of age. The reason for this is the tremendous

physiological development that takes place in the infant’s speech apparatus after

birth, especially during the first year. These changes will continue in fact up to 14

years of age. It is at approximately 6 months, however, that the child’s vocal tract

begins to approximate to its adult shape, and that the vocal behavior generally

referred to as ‘babbling’ begins.

This is not to suggest that during the first six to eight months of an infant’s life
nothing of phonological importance is generated. On the contrary, Oller (2000), who has
created a taxonomy of what he calls protophones which can be used to analyze infant

speech, indicates which categories of ‘global protophones (the precursors of phones)’

(11) have been mastered within even the first few months of life (see Table 1). This

11

 

 

 

 

suggests th
process. X
what is hap-

requires mo

l

Ages in
Months
l\o-i
~3
4-
6.7

h.)

Ur

l

 

/

An
Prominem
prOdUcfion
SuQCCszu]
Physical n

2 ..
K
pTOx-id es
genetic a

i
mean“.

suggests that Oller views very young infants as already actively involved in the learning
process. Nevertheless, Ingram’s caution implies that the speculation regarding exactly
what is happening to the very young infant in terms of perception and production of LI
requires more suppOrting data to be of maximum use. i 5

Table l - Infraphonological Interpretation of

Infant Vocalizations at Four Ages
(OLLER 200021 1)

 

 

 

 

 

 

Ages in Global Protophone Categories Principles of Syllable
Months Mastered Well-Formedness Mastered
0-1 Quasivowels Normal phonation
2-3 Gooing Articulation
4-5 Marginal babbling, full vowels Full resonance
6-7 Canonical babbling Rapid formant transition

 

 

 

An interesting point to keep in mind here is that the environmental input is quite
prominent in three of the four theory types mentioned above. Even in the area of speech
production, without input from the environment, the infant will apparently not
successfully acquire the ability to produce the sounds of its language no matter how much
physical maturation proceeds.

2.1.2 Influences of input on phonological development

Kent (1992:83), in his discussion of the origins of perception and production,
provides a simple diagram (Figure 1) which shows how he views the interaction of
genetic and environmental factors. This interaction is a very important aspect of social

interactionist theory to be discussed later.

12

 

inretl
influences
0 Ambient language

 

Genetic
Factors . ' ' 4' '

 

o Audition: _
Universal (innate) Attentional Recognition code for .
speech sounds Subsystem speech sounds

categories

 

1‘ 4'
Orienting
Subsystem
4v

 

 

 

0 Speech Motor
Function: Modification by perceptual Adjustment of motor
Developmental experience; development of patterns to phonetic ,
anatomy of speech sensorimotor trajectories properties of the
apparatus; early ambient language
3 movement syner ies

 

 

 

 

 

 

Figure 1
A scheme of auditory-motor developments in early
phonological acquisition. Genetic and experiential factors
interact during development to produce the final observed behaviors.
(KENT 1992:83)

Although it may not appear so at first glance, the flowchart above contains both
input and output stages with respect to an infant’s phonological development: ‘the input
channel (principally audition, but this input may be integrated with vision) and the output
channel (motor regulation of the speech apparatus)’ (Kent 1992:82). As Kent (1992:82-
83) goes on to describe this input-output relationship, he mentions that:

[b]oth input and output channels have a genetically determined potential. With

respect to audition [the input], the genetic potential is for an apparently universal,

multicategoried analysis of acoustic stimuli. . .The genetic potential for output, as
mediated by environmental factors [emphasis added], is expressed primarily in
the form of predispositions to certain sound patterns. . .Exposure to the ambient
language [emphasis added] selects some categories of auditory analysis for

preservation, others for neglect. The mechanisms appear to involve both
attentional and orienting processes.

13

 

4'

 

For
genetically
developmet
environmen
be no motor
development

'recognition

 

 

to: otherwise
this meaning;
to it.

Kent l
cOIIClllded (h;
This Sy‘stem (
Orienting SUb:
Presence of ir

For Kent, a very important aspect of language development seems to be how the
genetically determined potential is maximized via the intricate processes of motor
development. Yet, as the emphasized portions of the previous quote suggest, without the
environmental influences (presumably, the language the infant is exposed to), there might
be no motor adjustments, no sensorimotor trajectory changes, and no language
development at all. Even the terms used in this model, ‘attentional subsystem’ and
‘recognition code,’ suggest that meaning is present in the language the infant is exposed
to; otherwise, it would simply be noise. Therefore, the infant must somehow deal with
this meaning; it must make sense of the language input it receives, not simply be exposed
to it.

Kent bases the innateness of speech sound categories on Jusczyk (1992) who has
concluded that infant speech sounds are universal and very similar across languages.
This system of environmental influences and genetic factors requires the attentional and
orienting subsystems to be both stable and plastic at the same time; stable ‘in the
presence of irrelevant or frequently repeated events’ and plastic ‘to deal with new or
novel events, or changing circumstances’ (Kent 1992). Although Kent (1992:83) states
that the attentional and orienting subsystems interact ‘to produce a recognition that is
stable for important events but also adaptive as environmental or behavioral demands
change,’ he does not specify how this occurs but simply that it does. Unfortunately, this
is descriptive not explanatory. Presumably, and this certainly seems uncontroversial, the
‘ environmental or behavioral demands’ to which Kent refers, would be conveyed to the
infant, no matter what its age, through linguistic input from the caregivers in the

environment. This may be the first inkling of how language input influences the genetic

l4

or biological factors related to language acquisition. Nevertheless, however the genetic
and environmental factors may interact for audition, motor control proceeds differently.
Kent (1992284) states that

[q]uite early in life, as the infant gains motor regulation of the vocal tract and is

exposed to the ambient language, articulatory adjustments will reflect the learning

of a motor envelope. This envelope is to some degree language sensitive, and this
sensitivity is revealed in cross-language studies of infant babble, which indicate
that babbling becomes adjusted to the parent language in terms of features such as
syllable structure and vowel articulation Adjustments in the motor envelope
presumably are precursors to phonetic mastery but they are not in themselves
necessarily segmental in nature.

This statement suggests that as an infant begins babbling, the sounds coming from
it undergo a sort of internal analysis in which they are compared with the ambient
language (typically the speech of parents) and are progressively adjusted during the
‘motor envelope’ to match that ambient language. A Japanese infant, for example,
would, according to this view, eventually develop the typical vowel system ([a], [i], [u],
[e], [0]) (Shibatani 19902159) and syllable system (essentially CV(C)) of Japanese as its
articulatory mechanism and control over those systems develop.

2.1.3 The place and limitations of biology in the L1 acquisition process

The references to the biological processes of development which affect an infant
acquiring language are clear and important: anatomical changes, motor development,
sensory input, and ‘vocal motor schemes.’ To summarize, it can be claimed that
physiological development is the biological driving force behind the acquisition of the
units of sound which combine to make phones and syllables which ultimately become

words, phrases, and sentences.

Although such a theory assumes that biology (‘nature’) is the driving force behind

15

 

during the c

into meani n
workings o1
SDCCifically
0i infants ll
Physical ch
(the Chang,
Processes.
mOIOY COn]
the infant :
deveIOPmt
men the c
difierentia
language.

language and its development/acquisition, it is important to note that during virtually the
entire physiological maturation process, a normal infant will continue to receive input
(‘nurture’) in all forms of CD8, which in turn also affects the sounds the infant produces
during the complex process of language acquisition, ultimately transforming those sounds
into meaning. For theorists to attribute the infinite capacity of language entirely to the
workings of an enormously complex yet ultimately finite system such as biology, or more
specifically, genetics, may be too simplistic an answer. Certainly the physical maturation
of infants into normally functioning adults is an observable fact of biology. We note the
physical changes which help explain why the infant becomes physiologically articulate
(the changes in the vocal tract during the first few months of life, for example.) Other
processes, such as increasing manual dexterity due to ever-increasing gross and fine
motor control, are observable and play an important role in the overall development of
the infant and how it interacts with its environment. But to attribute language
development mainly to biological changes, no matter how complex they may be at, say,
even the cellular level (see Behe 1996), does not explain why a child comes to
differentiate accurately the pronunciation of the words for, say, ‘dog’ and ‘cat’ in his/her
language. Observable maturational processes which take place in infants are, therefore,
not necessarily sufficient to account completely for language acquisition.

Biological explanations only partially answer the question of how L1 acquisition
is achieved. They provide explanations of how the physical apparatus necessary for L1
acquisition develops, but they cannot go further. An apt analogy to how these biological
explanations relate to L1 acquisition might be that of a computer complete with all

peripherals (monitor, keyboard, hard drive, etc.) but with no programs loaded into it.

16

 

 

Until I

appror

withou

have 10c.
n0ted. ll
(200017)
0f infant
‘shoe-hor.
he Calls a:
To
gtVes an ex

interrelated

Until the programs are loaded and set into operation by the programmer with the
appropriate ‘input’ commands, the computer will remain a simple collection of parts
, without purpose.

2.1.4 The contribution of Oller’s theory to understanding the L1 acquisition
process

As researchers have attempted to understand how language is acquired, many
have looked specifically at one component of language development, as has already been
noted. In his highly informative book on the emergence of the speech capacity, Oller
(2000:7) has suggested that previous approaches to the explanation and even transcription
of infant ‘speech’ have been inaccurate and inadequate because they have attempted to
‘shoe-horn’ the infant’s output into normal adult forms. To avoid this, he proposes what
he calls an infrastructural model to account for early language development.

To illustrate how an infrastructural system functions at the conceptual level, Oller
gives an example from the field of chemistry. In such an infrastructural system, three
interrelated levels are posited: the operational categories, the infrastructural model, and
the prime parameters. The operational categories of this chemistry example would be the
‘lowest-order functional units: air, water, stone, etc.’ The infiastructural model would
contain the various theories of chemistry: ‘atomic theory, thermodynamics, etc.’ This
level would ‘specif[y] first-order units [elementary particles], and properties of function
and interaction for both first-order and lower-order units.’ The final and conceptually
most basic level, the prime parameters, would ‘include dimensions of description for
units: mass, form, charge, viscosity, elasticity, color, number, etc’ (Oller 2000:7).

This system of interrelated levels is part of the backbone of scientific inquiry.

17

Apply
phonol

tnodek

Applying this theoretical framework to the study of language, specifically the area of

phonological development, Oller (2000:12) gives the following general infraphonological

model:

Operational categories - examples of functional units: particular phonological
features, segments, syllables, phonological phrases, etc.

Infiaphonology - specifies principles generating the entire class of potential well-
formed operational units and specifies properties of utilization and function of
such units.

Prime parameters — dimensions of description for units: amplitude, duration,
frequency, resonance, etc.

He further explains why this type of approach is important.

The principles themselves in an infraphonological approach are primary points of
reference in interpretation. In this newly designed search for understanding of the
development of the speech capacity, operational-level questions, such as whether
or not a newborn infant did or did not produce a [b], are avoided. Instead, at each
point in time, the question is more fundamental. We seek to determine the extent
to which infant sounds reveal command of the principles of well-formed speech
sound construction. Further, we encourage description of the operational
categories of infant sounds on their own terms with no shoe-horning. Infant
sounds are called protophones in general and are given individual infant-
appropriate operational-level titles, but they are not forced into frames of mature
alphabetical categories where they do not fit (13).

Not only can this building block approach apply to theories of phonological

development, it certainly seems logical to apply it to the account of the acquisition of

meaning in infants as we will note in Oller’s discussion of ‘Semanticity’ (see section

2.3.3.)

uses to

The present study attempts to show that Oller’s theoretical approach, which he

establish the tenets of infraphonology, is applicable to and can aid in the analysis

of the meaning in early language since biological models account for developmental

issues related to articulation but not directly to intentional meaning (Locke 1995; Kent

and Miolo 1995).

18

 

 

 

here. Like
growth (Pip
the process.
Vessels into
aCIlV’e panic
Parentsf Sh
nativists ). St’
fill'lCllOn SOC
interactionig
ac(lulSition b
environmem

with:
firm Studie:
linguistically
and de Villiei

Gallant-a}. all

2.2 Social interactionist theory

The theoretical foundation of the present study is that of social interactionism.
This theory of L1 acquisition differs from others in important ways that will be examined
here. Like behaviorists, social interactionists see the environment as central to language
growth (Piper 1998:159). Piper also notes that ‘both [theories] see parents as crucial to
the process, but there is a major difference. Behaviorists tend to view children as passive
vessels into which language is poured while social interactionists believe that children are
active participants [in the L1 acquisition process] through their interaction with their
parents.’ She also mentions that though concerned with syntactic universals (like
nativists), social interactionists ‘... are interested in how structure helps the child to
function socially with language and thus learn more of it.’ Also like nativists, social
interactionists believe that children have some sort of innate predisposition to language
acquisition but that that predisposition is less important to acquisition than is the social
environment (I 998: 159-60).

Within the broad area that social interactionist theory subsumes can be found
recent studies of baby-talk and motherese. These studies show that far from being
linguistically impoverished (see section 2.3.5 for comments on this issue by de Villiers
and de Villiers), these forms of CD8 actually aid language acquisition (Field et al. 1982;
Gallaway and Richards 1994; Stern, Beebe, J affe, and Bennet 1977). Social
interactionists would argue that the mother’s (or caregiver’s) role is of prime importance
within the environment of the child. Piper (1998:168) says that ‘parents play an
important role in matching the language input to the appropriate level of cognitive and

language development of their children.’ We will note later in the discussion of

19

 

mother
childre
(1998:]
adjustm
with Chi
linguisti.

child's at

this study;

Ac

Use with [h

motherese some of the alterations parents make in the language they use with their
children, such as shorter sentences and less structural variety. However, as Piper
(1998:168-69) continues, ‘it is probably not the case that adults consciously make such
adjustments to their speech; what is more likely is that in their attempts to communicate
with children, they unconsciously match their language to the appropriate cognitive and
linguistic level for the child.’ Parents also aid in language acquisition by focusing the
child’s attention on the immediate environment, the here-and-now. Whatever the child
tends to be focusing on at a given moment is what generally becomes the topic of the
language the parents use. These claims will be considered in the analysis of the data in
this study.
According to Snow (1995:] 80), the alterations parents make in the speech they
use with their children (i.e., CDS),
...whether by adults or older siblings, differs from speech among peers on a
variety of dimensions. It is syntactically simpler, more limited in vocabulary and
in prepositional complexity, more correct, and more fluent In other ways,
though, CDS is still quite complex; it displays full range of conventional
indirectness, for example, without the simplification of form-function one might
expect (Shatz, 1978). While in general CDS is constrained to the here-and-now
and related to the child’s focus of attention or ongoing activity, a high proportion
of at least some mothers’ CDS redirects children’s attention and activity,
introduces nonpresent referents, and in other ways seems to complicate the task of
learning language.
Snow explains that finetuning (the language adjustments caregivers make to their
language when addressing infants and very young children) which begins in infancy is
noted for its ‘high pitch and exaggerated intonation pattern’ (19952182). Research has

confirmed that these characteristics are found in languages as varied as ‘Chinese (Greiser

and Kuhl, 1988), Japanese (Masataka, 1992), and various European languages (Femald,

20

 

Taeschner.

 

Though fin
is within th
Sokolov ( l .
modals. nor.
However. a;

in a relative

[C]OI
1994
Older
level
l‘CSp(
Fa
Whil
disru
child
more
SUN-N

Allhc
2” Snow t19<

VIER'ed . &S a

Taeschner, Dunn, Papousek, Boysson-Bardies, and F ukui, 1989)’ (Snow 19952182).
Though finetuning may deal with phonetic alterations of language directed at children, it
is within the area of syntax where discussions of finetuning most often take place. .
Sokolov (1993) found that when children were more likely to delete items such as
modals, nouns, or pronouns, parents were more likely to supply these missing items.
However, as Snow (19952183) points out, there may be some developmental advantages
in a relative absence of finetuning. She says:

[c]onsiderable work (see Mannle and Tomasello, 1987; Barton and Tomasello,

1994, for extensive reviews) suggests that fathers (or secondary caregivers) and

older siblings produce CDS that is less finely tuned to the child’s developmental

level than do mothers; these less familiar interlocutors are in general less
responsive to immature child utterance and less likely to continue child topics

Fathers are also more likely to use unusual vocabulary items than are mothers.

While the immediate effect of this poorly tuned speech may be conversational

disruption, it is possible that fathers and other less familiar interlocutors provide

children with important opportunities to learn skills needed for communication to
more distant or unknown audiences, without the contextual and conversational
support very young children enjoy in interaction with mothers.

Although it is clear that some input is needed for language learning, the question,
as Snow (19952187) puts it, is whether or not this crucial language input should be
viewed ‘as a trigger (Lightfoot, 1989) or a catapult (Randall, 1990) launching the child
into the language system with a single nudge, or as a source of opportunities for
incremental learning.’ There is likely some lower limit on the degree to which input can
act as a trigger since we know that children in impoverished linguistic environments
show language delays (Culp, Watkins, Lawrence, Letts, Kelly, and Rice, 1991). But
Snow also adds that ‘most children clearly receive more input than is strictly necessary to

support normal language acquisition, as shown by the fact that input can be distributed

over two or three languages with the result that the child is a fully bilingual or trilingual

21

 

 

speake

speaker’ (19952187).

Snow (19952189), discussing communicative intent, states the following:

As children acquire new words during the one word stage, they typically also

acquire expanded capacities to express themselves. There is considerable

controversy over the degree to which children’s early meanings and the means for

expressing them derive directly from input. For example, Ninio (1992)

demonstrates that over 90 percent of 18-month-old’s single word utterances are

used to express the same communicative intents as the single word utterances of
the mothers addressing them, and furthermore that the children typically selected
the most frequent form used by the mothers to express any particular speech act.

She argues that this is possible because the children have an adultlike system for

analyzing communicative intent, but rely on predictable form-function mappings

in the input when seeking ways of expressing those intents. Barrett, Harris, and

Chasin (1991) agree that initial word uses are closely tied to maternal use, but

argue that subsequent uses by the child are less predictable from high frequency

maternal use.

But there are some potential inconsistencies herein. If the child uses an adultlike
system for analyzing intent, then the child must already have at its disposal, possibly
through prior acquisition or an innate endowment. some type of system for the
comprehension and interpretation of intent. Although these researchers have observed
what children do, they do not explain how the input causes the children to acquire this
apparent ability to understand intent and produce utterances which adults believe contain
that intent.

Certainly simple utterances usually associated with the expression of pain or
pleasure noted in infants are typically construed by caregivers as carrying an appropriate
(expected) intent/ftmction of seeking assistance of some sort or giving confirmation of
contentment. But when more complex requests or ideas are to be conveyed to these

caregivers, there must be something in the input which has caused the child to know

which sounds to utter to achieve his/her goals.

22

 

f
(Huttenlt
primary 1
density 01
research v
those they
1988). Sh.
more rapid

Wit
Todd 1983 ]
'lOint agent.
(Snow 1995
mothers res};

(Goldfield. 1

[Show] that c

2.2.1 Issues regarding noun and verb learning

Examining specific aspects of L1 acquisition, Snow (1995:188) cites research
(Huttenlocher, Haight, Bryk, Seltzer, and Lyons, 1991) which indicates there are two
primary factors that are extremely important for vocabulary acquisition. They are 1)
density of maternal speech and 2) situation of exposure to the novel word. She cites
research which points to the not unexpected fact that the first words children learn are
those they are most frequently exposed to (Hart 1991; Harris, Barrett, Jones, and Brookes
1988). She also points out that ‘children whose mothers talk more per unit time show
more rapid growth of vocabulary (Huttenlocher, et al., 1991)’ (19952188).

Within the area of vocabulary learning, noun learning research (Tomasello and
Todd 1983) points to the most likely learned nouns as being those which are used during
‘joint attentional focus between adult and child in naturally occurring interactions.’
(Snow 1995: 188) Also, not surprisingly, ‘highly nominative children are those whose
mothers respond to social initiatives by naming objects the child is attending to
(Goldfield, 1990)’ (Snow 19952188). Finally, ‘Huttenlocher et al.’s findings (1991)
[show] that children who hear more maternal speech, other things being equal, learn
vocabulary faster’ (Snow 19952188). Such findings certainly suggest the importance of
the interaction between mother and child for noun learning.

A word of caution is in order here. Since the research just mentioned was done in
an English-speaking environment, the question arises about how differences in basic
syntactic structure may affect such outcomes as those given. Japanese is SOV in nature
while English is SVO, and this difference may have some undetermined effect on just

how language develops in children who are exposed to syntactically different input. (See

23

the ne

ofnou
attenti
Kruge‘
those I.
finding
l Della
Imica].
fascina
"FFSPOr.
attentio
actiltisit
I
must ma
facilitate

fee]. etc,

the next section on ‘verb learning’).

Snow (1995:188) indicates there are, however, differences between the learning
. of nouns and verbs. While nouns may be effectively learned by the child through ‘joint
attentional focus,’ verbs do not seem to be learned this way. In fact, ‘Tomasello and.
Kruger (1992) report that verbs used to name impending actions are better learned than
those used to name ongoing action.’ This, Snow points out, may seem to contradict the
findings that ‘highly directive mothers have children who learn language more slowly
(Della Corte, Benedict, and Klein, 1983; Tomasello and Todd, 1983), since directives
typically include impending action verbs.’ However, Snow (1995:188) mentions a
fascinating finding in which a ‘careful analysis of directive mothers’ talk suggests that
“responsively directive” mothers, those who issue directives that do not shift the child’s
attentional focus but follow on from the current activity, actually facilitate vocabulary
acquisition (r = 0.78 in a study by Akhtar, Dunham, and Dunham, 1991).’

It seems, then, that there is still an important ‘focus of attention’ which mothers
must make sure their children maintain if vocabulary learning of nouns or verbs is to be
facilitated. Naturally, not all verbs can be learned in this way. Mental state verbs (think,
feel, etc.) or abstract nouns (love, fear, joy, etc) do not lend themselves to these contexts
for acquisition (Snow 1995: 188).

An interesting point emerges when the data for this study are examined. Nouns
are predominantly, though not exclusively, the focus of the parents’ attention in getting H
to speak during the recording sessions. However, Snow (19952193) points out that
Clancy’s 1985 study showed that ‘children in Japan do not start out learning nouns,

sharing with English-speaking children the unquestioned conviction that nouns are

24

 

 

cognn
prefier
conver
n>becl
statemi
enonnt

pornon

beheve
compor
the infa
meanini
Ihatsoc

Child is

several c
uncle,$1th
thfirdeg
and lin g1;
mnpunjs
mohfifica;

that rang“

cognitively more accessible, easier to map onto referents, and simpler in form; they
prefer to learn verbs, just as their language prefers to retain verbs and delete nouns in
conversational ellipsis.’ Snow concludes this discussion of the work which is beginning
to be done with children on the effectsiof input on the language system itself with this i 5
statement: ‘these effects of language structure on children’s language systems suggest an
enormous susceptibility on the part of language learners to the effects of input, only a tiny
portion of which have we yet documented. (1995:193)’

Input, then, would appear to be of much greater importance than anyone has yet
believed. It is responsible for language acquisition with CDS clearly being the leading
component of the input which, depending on one’s point of view, either gradually leads
the infant closer and closer to adult proficiency or catapults the infant into the world of
meaninng communication. What appears most clearly in all the preceding discussion is
that social interaction between the child and its caregivers is of crucial importance if a
child is to foster normal L1 language development.

2.2.2 Where social interactionism and biology meet

To conclude this discussion of social interactionist theory of language acquisition,
several crucial points that Dickinson and McCabe (1991) make will prove helpful both to
understanding the theory and to seeing how the current study employs this theory. In
their description of social interactionism, they state (1991:10-11) ‘[w]hereas behavioral
and linguistic approaches to language acquisition are on opposite extremes of the
empiricism-nativism pole, social interactionism is an approach that acknowledges
biological contributions to the language acquisition process but emphasizes also the way

that language is acquired socially.’ They cite research by White (1978) which indicates a

25

 

positive R
of those c
relates the
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positive relationship between the amount of time parents talk to their children and the IQ
of those children between birth and three years. In addition, research by Wells (1981)
relates the same factor (amount of parent talk) to academic achievement between ages
three and five. The [obvious implication here is that the interaction parents and-infants
engage in reaps long-term benefits academically as well as socially.

Dickinson and McCabe (1 1) provide the following reasons (from Snow et al
1984) why such ‘global measures of language are predictive of intellectual
accomplishment.’

1. To begin with, such language is semantically contingent (i.e., what the parent
says meaningfully relates to what the child says). For example, if a child says,
“truck,” an adult might respond, “A big, big, yellow truck, isn’t it?” In such
exchanges children hear language related to their own but providing a little more
information on a topic of interest to them. Repeatedly, investigators find that
semantically contingent speech facilitates children’s language acquisition (Clarke-
Stewart 1973; Cross 1976; Snow 1984; Wells 1980).

2. Children acquire communicatively usefitl language from all that they are
exposed to; that is, children learn the words that apply to objects and experiences
that interest them, ignoring words for objects and experiences that are not salient
to them. For example, although young children undoubtedly hear the articles a,
and, and the quite frequently—these are the most frequent words used in
English—they never include these among their early vocabulary; the words refer
to nothing of interest to them.

3. Children imitate selectively as a technique to keep conversation going. to
practice unfamiliar forms of language, and to learn new forms; they do not
mechanically imitate upon request. Despite learning theory accounts that
foreground child imitation is a key mechanism of the language acquisition
process, adult imitation of children may be more important than child imitation of
adults in the language acquisition process. Only when children find imitation
communicatively useful will they engage in it.

4. Children negotiate meaning with their parents, with parents requesting

clarification from them and vice versa. Communication allows for second, third,
and fourth chances for success in optimal parent-child encounters.

26

 

encapSL
about th

interacti

language
conditior
which be
creative n
by behavi.

’Selective

These concepts, tenets if you will, are important not simply because they
encapsulate the elements of social interactionism but also because they raise questions
about the validity of both behavioristic and nativist theories of L1 acquisition. Social
interactionism cites the interactive nature of parent-infant language as the reason why
language acquisition happens. L1 acquisition is not viewed as simply stimulus-response
conditioning no matter how complex one might envision the stimulus-response chains
which behaviorist theory posits as responsible for learning. The communicative and
creative nature of language, especially the language of children, cannot be accounted for
by behaviorism, nor can the selective imitation of words children engage in. Such
‘selective imitation’ implies a decision on the infant’s part as to what chunks of the
language he/she is interested in and is willing to explore further. Similarly, the question
arises of how the ‘here-and-now’ nature of infant speech relates to nativism with its
heavy reliance on innate capacities of language. Social interactionism sees parents and
children negotiating meaning of the ‘here-and-now’ — children selectively imitating
portions of L1 input they deem interesting and parents expanding on that output to
provide the child with additional and more finely tuned input.

CDS, I believe, facilitates the infant’s exploration and development of L1 in more
varied ways than may be first apparent. Within the negotiation that takes place in CD8,
the mother’s CDS (at least in this study) contains a unique combination of language
functions which is importantly different from that directed at the infant by other family
members. Far more than being just a part of the overall process of L1 learning an infant
goes through, CBS/motherese may be seen as a possible catalyst for L1 acquisition.

Before going on to a discussion of CD8, one last point needs to be made. There

27

are some who feel that social interactionist theory and CD3 have some serious flaws.
These criticisms will be discussed in section 2.3.1.
2.3 CDS: An overview

The miracle that is language acquisition can be examined from a. wide variety of
perspectives through the lenses of various theories, some of which have been mentioned.
Ultimately, however, a fully adequate theory of first language acquisition must account
for the influence of both genetic and environmental factors on that process. Recall the
discussion of Kent’s views on how genetic and environmental factors interact in the
development of the child’s phonological system. Those environmental factors require
further examination and explanation. To explain at least part of this enigmatic process,
CDS, surely one of the most crucial parts of the environmental influence on language
development, must be examined closely. Many researchers have weighed in regarding
the nature of the linguistic input directed at children fi'om parents. What follows touches
on specific important aspects of CD8. The next sections will present information that
will explain various aspects of CD8 and provide support for the social interactionist
theory of language acquisition.

2.3.1 First, a criticism of social interactionist theory and CD8

Some objections to social interactionist theory of language acquisition have been
voiced, however, and should be considered. One criticism of this theory, as Piper
(19982163) puts it, concerns universality: ‘As Susanna Pflaum has pointed out, if the
dialogue between parent and child is the critical mechanism for language learning, then
such dialogues would be found in the language learning of all children everywhere.’

This claim (or unsupported hypothesis) may be too broad to be viewed as a serious

28

criticism:

have cited

 

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criticism; however, some researchers (Heath 1983, 1986; Schieffelin and .Ochs 1983)
have cited cultures where this (the ‘dialogue’ between parent and child) apparently does
not take place. ‘In one community studied by Heath, it appears that baby talk does not
exist; and if children wish to participate in the talk of the group, they have to interrupt to
do so’ (Piper 19982163). This particular issue will be discussed fitrther a little later in a
related context.

This criticism certainly must be considered if social interactionist theory is to try
to account for any L1 acquisition. Although social interactionist theory does hinge on the
interaction between infant and caregiver (though perhaps not just on parent-child
dialogues), perhaps for the exceptions cited in the above examples, the definition of
caregiver simply needs to be broadened. Parents, especially the mother, are typically the
primary caregivers and language providers for an infant; however, the theory does not
necessarily exclude other people from being sources of language input for the infant. In
fact, if parents (or just mothers) are not going to be the primary caregivers and/or source
of linguistic input for infants, given that even the children cited in Piper’s statement
above do learn their first language, it is clear that enough input from an appropriate
source (others in the community, surely) has been available to achieve the goal of L1
acquisition.

A slightly different but related issue will now be discussed. Though many
researchers have written about CD8 and have taken it as an important factor in child-
language research, at least one linguist, Lightfoot (1991), presents an opposing view.
Reacting to the theory of motherese put forth by Snow (1977), which claims ‘ . . .that the

crucial input for language growth is very small, and that it consists of a specially

29

structured form of speech transmitted through mothers and caretakers,’ Lightfoot states
that though ‘ . . .“motherese” is supposed to provide a set of patterns which are generalized
by children on an inductive basis[,] there are at least four reasons why this kind of
pattern generalization is not the means by which children acquire speech’ (1991218).
These reasons (Lightfoot 1991:18-19) are summarized here:

1) no factual basis exists for the claim that children ‘register only what is filtered
for them through their parents’ deliberately simplified speech,’

2) if motherese does help the child register well-formed utterances, it still does not
overcome the other problem of ‘deficient’ input; it deals only with the ‘degeneracy’
problem,

3) if motherese allows the child to register only simplified and well-formed
sentences of motherese, then the task of learning the complete language is made more
difficult since it does not provide the child with all the other sorts of language that must
be encountered to ensure mature language development,

4) motherese exposes the child only to a limited set of sentence types (questions
and imperatives) and does not represent the typical language the child will meet in the
real world.

Additionally, Lightfoot comments that there is no clear definition of what
motherese consists of and that, in fact, it may not be universal. Therefore, ‘even where
motherese is not practiced, children nonetheless attain a normal linguistic capacity’
(1991219).

These criticisms of motherese/CD8 are perhaps valid if one considers motherese

as the ‘cause,’ or perhaps ‘trigger,’ of an infant’s development of syntactic competency.

30

However, it may be, in fact, that the main purpose of motherese/CD8 is not necessarily to
supply all the language that will trigger the specific parameters of universal grammar

. (UG) for the infant’s Ll. It may have a very different role. However, Lightfoot is quite
right to ask for a better definition of motherese/CD8, one that will specify its bounds and
highlight its strengths. This is part of what this dissertation attempts to do.

I will attempt to counter or at least diminish the preceding criticisms Lightfoot has
leveled at motherese/CD8. First, perhaps it is not necessarily syntax that is filtered
through motherese as much as it is affect. If anything stands out from Harris’s
descriptions of motherese below (see section 2.3.7) it is the way in which those who use
motherese with a child try to make their language fit the child’s emotional state.
Syntactic concerns are not the primary focus of descriptions of the qualities of motherese.
Therefore, to criticize motherese for not being structurally adequate to account for all
language development seems to me to be unfair. Lightfoot says at the outset that we
cannot know exactly what it is that any child registers out of the total input. If that is the
case (and I do not admit that contention is absolutely valid), this does not necessarily
mean that motherese does not provide the child with substantial and important input.

Lightfoot’s second criticism of motherese deals with the problem of ‘deficient’
input. Again, if motherese is not viewed primarily as a conveyor of L1 syntax, then this
criticism is not valid.

His third criticism, that a limited set of well-formed motherese utterances would
hamper rather than facilitate language learning, is problematic. Whether motherese
consists of nothing but well-formed utterances is debatable. The data of this dissertation

certainly do not support such a claim, so his assumption may be flawed.

31

A study by Kuntay and Slobin (1996) of the language a Turkish mother uses with
her child dealt with what they referred to as ‘the “puzzles” presented to a child by a
language with flexible word order, complex nominal and verbal morphology, "and a high
rate of nominal ellipsis’ (265). The purpose of this study was to determine whether, in a
language other than English, CDS does in fact exhibit simplified structures to aid the
child in learning the language, in this case Turkish, a very complex one. If, as Lightfoot
suggests, CDS contains only a limited set of well-formed utterances, the child could not
succeed in learning the complex language without, perhaps, substantial simplification in
the mother’s CDS. The Kuntay and Slobin study, however, found that, ‘at all identifiable
points of morphological complexity, we [saw] no evidence of simplification or avoidance
of complex forms in child-directed speech’ (19962284). They go on to say that

[i]n Turkish the child must learn to track lexical items across varying utterance

positions, with different associated collections of agglutinated morphemes,

moving in and out of patterns of ellipsis. The mother did not seem at pains to
simplify these tasks for the child. If anything, we would propose that the entire
set of cues is necessary for the child to be able to solve the problem. That is,
without being exposed to this range of variety, it would probably take much
longer to identify the relevant dimensions of lexical, morphological, and syntactic

variation in the language (19962284).

It appears then that, although the Kuntay and Slobin study was based on only one
informant and extrapolating their results to other languages is dangerous, it is quite
possible that mothers or caregivers do not simplify or limit their speech as Lightfoot
states. Their study concludes by reminding readers that the communicative context of all
language is crucial:

It would be strange, indeed, to equip the child with subtle means for detecting

lexical, morphological, and syntactic structures, while leaving her with only the

most primitive equipment for learning to become an interactive member of human
society. Every linguistic structure that we have explored in CD8 takes its

32

meaning in definable communicative contexts (19962284).

Another study by Crago et al (1998) on the differences between English-speaking
children and Inuktitut-speaking children with respect to their acquisition of affixes
provides another plank, though perhaps smaller than the previous one, in the argument
against Lightfoot’s claims. The researchers found that the CDS of Inuktitut mothers and
caregivers was not simple; rather, it was quite complex. Since Inuktitut is ‘a null subject
polysynthetic language with numerous verbal, nominal, and possessive inflections as well
as numerous affixes that function as verbalizers, nominalizers, valency changers, and
modifiers’ (Cargo et al 1998237), it is not perhaps very surprising that infants exposed to
this language acquire a much higher level of affixation accuracy than do English-
speaking infants, who are exposed to relatively much less affixation. Still, the point here
is that the non-English CDS was, in fact, not simple, but rather complex and therefore
speaks against Lightfoot’s claim that CD8 is limited in complexity.

Lightfoot’s fourth criticism of motherese, that the relatively more frequent
instances of questions and imperatives than of declarative sentences is unnatural, again
misses the point that motherese/CD8 is primarily a ‘language’ of interaction. Therefore,
questions and imperatives would seem to be much more logical candidates for fostering
interaction than simple declaratives.

Finally, his comment that this ‘phenomenon’ of motherese is not uniform and
does not occur in all households or cultures may be too broad to be useful. It may simply
be that ‘motherese’ can be present in atypical ways. If parents in some cultures do not
interact linguistically with their children in the same way Western parents typically do, it

may be that other individuals in the linguistic community provide similar, or at least,

33

adequate motherese-like language which the child requires for that interactional base.
Additionally, we must be aware that what individuals say they do in a given context may
not be what they actually do. To illustrate this, the following study by Haggan (2002)
will be examined. 2 i ‘

Haggan (2002), in her study of Kuwaiti adults, indirectly supplies a very
compelling piece of evidence that may help counter Lightfoot’s last criticism of
motherese/CD8. Of the adults in her study who believed they did not use motherese
with children, all were found to exhibit characteristics consistent with (Kuwaiti) Arabic
motherese. Haggan’s fascinating study points out that self-reported perception of what
informants do in a given linguistic context may be very different from what they actually
do. A very important part of Haggan’s study highlighted the fact that Heath’s 1983 study
has been used by other highly reputable linguists to support claims that motherese is not
universal. Haggan believes, however, that using Heath’s study was inadvisable since
even Heath herself warned against making too much of the claims of an important
informant in the very small Trackton community, Annie Mae, who suggested the
following as the way her grandchild, Teegie, would learn language: ‘ . . . He just gotta be
keen, keep his eyes open, don’t he be sorry. Gotta watch hisself by watchin’ other folks
...’ (Heath 1983284). Haggan suggests that a closer examination of the Heath study
would have shown researchers who wish to support ‘the nativist poverty of data argument
in language development’ (2002226) that some statements, which appeared to support the
idea of a lack of motherese in that community, actually ‘would seem to provide quite a
wide range of linguistic opportunities for the child to be exposed to speech from adults’

(2002227). As Haggan rightly states at the end of her study, ‘[t]he case for the innateness

34

of language and the poverty of data theory may or may not be sound, but the Heath study
should not have been presented as “evidence’” (2002227).

I believe the point of Haggan’s comments is to caution us against accepting what
informants ‘tell’ us they do since, as her own study showed, this is not always true. This '
caution can be applied to Heath’s study. Although there are definite differences between
the ways parents/caregivers interact with infants in the Roadville and Trackton
communities of her study, the fact is that the children in both communities ultimately
learn to communicate in the same way the adults in their respective communities do. It is
not possible to say that there was no interaction between infants and adults in either
community because there was in fact a great deal of communication going on around
infants all the time in both the Trackton community (Heath 1983: 74) and the Roadville
community (116-117). Because of this almost constant contact with adults, it appears, as
Haggan suggests, that linguistic input was readily available to the children in both
communities albeit in very different forms. Heath’s study appears to me not to show that
one community exhibits and one does not exhibit the CD8 or input necessary for children
to acquire language. Rather, it suggests that different types of input and ways of
presenting it to the infants can have the same result: successful Ll acquisition.

To sum up, the preceding criticisms which have been leveled at social
interactionist theory and CD8 have little merit when a) previous data used to support such
claims are re-examined more carefully, and b) faced with additional cross-linguistic data
that appear to support the claim that CD8 is not the simplified version of adult language it
is thought to be, but a rather complex form of language which seems to be specifically

designed to facilitate learning among the infants who are exposed to it.

35

2.3.2 The purpose of CD8

Moskowitz (1978) presented what may now be viewed as the traditional view of
CD8 (though she used the term ‘caretaker speech’). She stated that ‘...the language
environments children inhabit are restructured, usually unintentionally, by the adults who
take care of them’ (197825). Though she was referring primarily to syntactic issues, she
did mention that caretaker speech was ‘a distinct speech register that differs from others
in its simplified vocabulary,’ that it contained ‘syntactic simplification,’ and that ‘the
functions of the various language modifications in caretaker speech are not [as] equally
apparent [as syntactic ones]’ (197825).

In a more recent examination of the language that caregivers use with infants, de
Boysson-Bardies (1999283) explains what she views as the purpose of CDS, or what she
terms motherese.

What is the point of motherese? These first vocal messages - which are intended,
on the one hand, to capture the child’s attention, and on the other, to encourage
exchanges — convey affective values through melodic contours. The voice, more
than any other stimulus, provokes smiles in infants, attracts their gaze, allows
face-to-face exchanges of verbal communication. These early vocal exchanges
with the mother orient the baby toward a mode of oral communication. Thus, the
behavior of tum-taking emerges toward the end of the second month, when
infants react to the vocal promptings of the mother by cooing when she stops
talking.

Parents’ use of higher pitch of voice, nearer that of children, lets their
child know that they are talking to her.

Shifting to an explanation of baby talk, de Boysson-Bardies (1999:84-85) states that

when their babies reach seven or eight months, parents realize that they are
beginning to recognize words and then to understand them: the remarks that are
directed to them must therefore prepare them for this. These remarks become
clearer and better articulated, utterances shorter and spoken more slowly, with
longer pauses in between. Adults seek to make themselves understood. Prosodic
characteristics remain important. The voice continues to be higher, and intonation,
like the emphasis placed on ends of sentences, is quite pronounced Sentences

36

are simple, short, and repeated. The frequency of words containing reduplicated

syllables is important.

Present-day research finds labials and syllables not involving too many
movements of the upper articulators appear with the greatest frequency in the first
production of babies and in the vocabulary of mothers, who spontaneously
employ more words beginning with labials ([m], [b], [l], [v]) whenthey speak to
children. ' '

The child’s repertoire reflects that of the language spoken in the family
circle more than any particular aspect of the mother’s phonetic repertoire.

From the preceding sections relating to the nature of CDS, it is a simple matter to
conclude that CD8 is a crucial factor in the language development of children and that
those unfortunate infants who received little or no normal linguistic nurturing face a
harsh life, the (in)famous case of Genie (Curtis 1977) being a prime example. What will
be shown later in this study is that CD8 has an even greater influence than may already
be appreciated but in ways not previously examined.

2.3.3 Interpreting intent

As soon as infants have begun to utter sounds that resemble the phones and then
the words of their parents’ language, the problem of meaning arises. Interpretation of
those sounds and/or words by caregivers becomes a crucial factor in the infant’s language
development, but such interpretation, even by highly trained observers, is not without its
pitfalls. Karmiloff-Smith (1979:228-230) gives an example from an early book of Piaget
in which he cites the example of a young child, J ., who is asked to determine, upon
seeing some slugs on the ground, whether or not a second slug is ‘another’ slug or ‘the
same’ slug. The conclusion Piaget came to was that the question had no meaning for the
child. Throughout the discussion of this example, many assumptions are made about the

intent of the child’s utterances. The implication is, of course, that the researcher knew

this intent at least well enough to assume he was correct. But how can we be sure of the

37

veracity of such assumptions? The researcher was making interpretations of the child’s
utterances. These interpretations, according to Karmiloff-Smith, can be viewed

differently if the observer’s assumptions change. This is certainly true for all scientific
inquiry and should be applied to the acquisition of meaning by very young children. By
the time children have begun uttering adult-like phones, it is necessary that the innate
seeds of meaning for the child have already begun to germinate.

As in the Piaget example just mentioned, language researchers, as observers,
apply interpretations to the utterances and behaviors of infants in order to explain what
the infants ‘mean.’ Though the very act of interpretation is subjective, it is an
unavoidable problem when dealing with infants who are still unable to communicate
meaning or intent via normal adult language. The present case study is also faced with
this unavoidable problem, as are all the other references used herein, which rely to a
greater or lesser extent on interpretation.

Bloom (199324-5) discusses intent and emotion, two important components in
language learning. With regard to intent, for example, she believes that,

the 1-year-old child’s intentionality drives the acquisition of language. Our

intentional states - the beliefs, desires, and feelings that we have - are

themselves unobservable, but they determine how we relate to one another in
daily events. Children learn language for acts of expression in the effort to make
known to others what their own thoughts and feelings are about, and for acts of
interpretation in the effort to share the thoughts and feeling of other persons.

Intentional states underlying acts of expression and interpretation provide the

mental meanings for which knowledge of language - its vocabulary, semantics,

syntax, and discourse procedures - is acquired.

Mental meanings are constructed, as we talk and listen, from data
perceived in the here and now and data recalled from the knowledge we have in
memory Because such mental phenomena are hidden, language is required to
make them manifest when what one individual has in mind differs from what

another has in mind and needs to be shared.
A basic assumption being made here is that infants at the end of the first

38

year of life have intentionality. All this means is that they are capable of having
thoughts and feelings and that the droughts and feeling they have in mind are
about something, because they are directed at objects (including persons and
events) in the world Attributing intentionality to infants should not be
controversial: after all, we routinely attribute intentionality to a pet ‘cat‘ or dog.
From this we can surmise, based on the assumption of intentionality, that meaning
is something that is given to the utterances an infant may make. This intentionality, in
turn, is interpreted by the listener, in the case of speech, based on that listener ’s
interpretation of the sounds and/or any actions accompanying the speech. If this seems
somewhat circular reasoning, it may be unavoidable. Attributing a specific meaning to
an infant’s utterance may in fact be straightforward. If, for example, a parent holds out a
tempting piece of an infant’s favorite food and the child upon seeing it lunges for it while

uttering something like [3?] with a sharply rising intonation, one could assume or

interpret that utterance to mean approximately, ‘Yes! I want that! Give it to me!’
However, surely interpretations of similar examples of ‘infant language’ would likely not
be something like, ‘Why Father, Mother! I am shocked by the fact that you recalled my
favorite food and were good enough to offer me some.’ Beyond examples of nascent
language that appear to have a stimulus-response component, it is very difficult to be
certain that the meaning ascribed to an infant’s utterance is absolutely accurate.

The debate as to relative influence on the development of language has frequently
referred to the concepts of input and output. Input refers to the language (or signals or
communication) which arrives at the sensory receptors of an infant and which may or
may not be directed meaningfully at the infant. Output, of course, is what the infant
produces communicatively. Certainly, input which is directed at the infant for some clear

purpose is what we hope has the greatest influence on L1 development. This assumption

39

may or may not be correct since without direct feedback from the infant (as is implied
above), determination of the degree of influence any given input exerts on L1 remains
elusive.

One last example here will, I believe, highlight the problem of ascribing intent to
the language of an infant (from simple grunts to phones to words) no matter what its age.
Oller (2000: 277-278) discusses how animal and human communication differ with
respect to alarm calls which he believes can all be subsumed under the term ‘reference,’
which is clearly associated closely with intent. He states, however, that ‘... humans can
be seen to command reference in a more powerful way, and that the advantage can be
seen by the second year of life in the human infant.’ To clarify this difference in usage
that exists between animals and humans, he cites the property of Semanticity (a
component of his overall infrastructural theory of language acquisition) which he
explains thus:

[w]hen I say a child commands the property of Semanticin (or referentiality in

the common usage of the field of child language), I normally intend to indicate

that the child is capable of referring to a class of entities analytically, to designate
that class specifically in a way that is free of contextual and illocutionary
limitations. A variety of illocutionary forces are possible once Semanticity is in

place (20002277).

Although Oller suggests that other ‘illocutionary forces are possible’ once the
infant has developed ‘Semanticity,’ he does not actually explain how the infant manages
to acquire this. Presumably, the environment is responsible for allowing the infant to get
‘Semanticity.’ Next, Oller shows how he believes an infant uses this ability through an
example in which an infant utters [ba] in a variety of contexts:

Suppose a child says [ba] while playing a game involving a ball. If this is the only

circumstance under which the child uses [ba], we cannot be sure the child is

40

intentionally referring to the class of objects, balls, or whether the utterance [ba]

is merely produced in the context of a particular game. Therefore we do not know
whether the term [ba] analytically designates the class for the child or merely has
the effect on mature listeners of invoking their awareness of a class of objects that
the mature language designates by the term ball.

One kind of evidence that the child does control semanticity and its
implied analytical referentiality to classes of entities can be seen when the usage
of the term [ba] is extended to new illocutionary conditions. Suppose the child
not only says [ba] while rolling a ball, but also points to the ball, looking up at a
parent, then back at the ball while saying [ba], suggesting an illocutionary force
we might call labeling. The game is not being played on this occasion, nothing is
requested in such circumstances, and no obvious emotion (only interest) is
expressed. Suppose further that when the parent holds the ball, the same child
reaches for it, saying [ba] with a tone suggesting [emphasis added] an
illocutionary force of solicitation, and then after having been given the ball, the
child seems appeased [emphasis added]. Finally, suppose the same child points to
the ball and says [ba] with rising intonation, waiting for the adult to confirm that
indeed the object is called ball. The child’s illocutionary force in this last case is
that of a question. Such variability of usage within the same child at a single age,
pairing a single meaning and sound with multiple forces, provides evidence that
the child understands the term [ba] to refer analytically to the class of objects,
balls. The word [ba] can be said to have achieved semantic status. When the
child uses the term, he or she intends for the listener to understand [emphasis
added] that in the act of communication, the class of objects is being invoked
(20002277-78).

The scenario cited in this example, most would agree, is certainly typical of

infants when they are beginning to explore their world linguistically. The problem, as I

see it, and as has been emphasized by italics in the above citation, is that in so assigning

illocutionary force, or intent if you will, to even obviously unambiguous utterances such

as those given, the assigner is simply confirming what he/she believes those utterances

mean. Even granting the fact that the child commands the property of Semanticity does

not mean that we know what the child actually means. The only way that we can discuss

the meaning of a given utterance is if there is already some innate ability related to the

giving and receiving of meaning which is awakened in the infant by situations such as

those above and by the adults involved who ascribe meaning to the child’s utterances and

41

actions. In other words, it is not just the child who begins to understand the meaning but
also the adults around the child who, through their actions, confirm what meaning they
believe is present in the child’s utterance.

Therefore, while Oller’s system of infraphonological properties (of which
semanticity is but one) may have applicability to the development of phonology in
infants, I do not see that using his theory (at least the component of semanticity) to
discuss the meaning which is swirling around and through the utterances parents use with
their children provides much explanatorily regarding the acquisition of that meaning.

2.3.4 Response of mothers to emotional signals from infants

On the other hand, Bloom does, a little later in her discussion of emotion and
intent in language acquisition (1993:5-6), describe how important social context is to
infants.

Sharing the contents of mind is not something that l-year-old infants purposefully

do as they set out on their language-learning careers. Instead, the motivation for

sharing is in the need they have to sustain intersubjectivity with other persons and
thereby locate themselves in a social world.

If intentionality drives the acquisition of language, then intersubjectivity
drives the development of intentionality. Intersubjectivity comes from the
appreciation infants have for ‘being together’ with another person and depends on
each attributing to the other a sense of being in touch with what they are feeling
and thinking about. These mutual attributions certainly happen without the
infant’s and probably even the adult’s having a sense of where the thoughts and
feelings in these situations come from. One-year old infants do not yet have a
theory of mind, but they do have a good start on acquiring a commonsense theory
about the world. And a large part of their nascent theorizing has to do with the
other persons in their lives who care for and about them.

Here Bloom stresses the close social contact, i.e. the interaction, which is necessary for

the development of intentionality. She continues (1993264) in this vein by suggesting the

emotional value of infant vocalization and the adult language which surrounds the infant.

42

 

C2

1'85

 

We needn’t be surprised, then, that studies that set out to catalog the features of
vocal affect associated with the different emotions in infant’s expressions have
met with little success. Instead, infant vocal behaviors have been more
successfully discriminated on the basis of their positive and negative hedonic
tone. Part of the reason may be that young infants perceive the vocal and facial
features of other persons’ emotional expression holistically, rather than
componentially.

As long ago as 1936, M. M. Lewis underscored the importance of
affective tone in the speech infants hear: “From the outset, heard adult speech
comes to the child steeped in affective quality. In the first month it soothes him; a
month later it makes him smile.” One highly salient feature of adult’s speech to
babies is its melody, or intonational quality, and infants respond to speech based
on intonation long before they respond to the words. An infant will actually
respond in the same way to messages that have different words and meaning if the
intonation contour is the same. “Conversations” with babies sound like
conversation because infants are particularly sensitive to patterns of pitch contour
(intonation) from an early age. Ann Fernald pointed out that the message in the
melody of adult speech to infants is a pragmatic one — prohibitions, affection,
impatience, and the like — rather than informational. Moreover, the different
melody contours for these pragmatic messages are essentially the same in talk
babies hear from speakers of such widely different language as Japanese, German,
Italian, and English, and infants heading them respond similarly, even though
much else about the sound patterns in these languages is very different.

This is the sort of discussion which gets at the heart of the acquisition model, I
think, since it focuses on that interaction that is constantly going on between child and
caregivers.

Bloom (1993:184-186) discusses how caregivers (in her study, mothers)
responded to emotional signals from infants at 9, 13, 17, and 21 months.

They [the mothers] either expressed emotionally toned affect themselves,
or they did or said something that was directed at the causes, consequences, or
circumstances of the child’s emotional experience and expression. However, the
frequency with which mothers responded to emotional expression was not the
primary way in which they influenced a child’s emotion profile.

The mothers contributed to their children’s understanding of emotional
experience and expression in other ways. An emotional expression is a public
display to which we can attribute a private representation, which is its meaning or
what it is about. And indeed, in responding to a child’s emotional expressions,
the mothers were attributing mental meanings to them. At a minimum, they
acknowledged the child’s expression by saying things like “What?” or “Okay” to

43

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andb

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indicate that they appreciated the child’s effort at expression even if they might
not have understood the child’s intent. And in responding the mothers conveyed
meaningful messages to their children. A caregiver’s own affect, action, or
speech is an expression and, in the context of a child’s emotional display,
communicates a message to the child about the feelings and expression of those
feelings in the display. Regularities over time in the meanings a child attributes to
a mother’s behaviors when she responds to emotional expressions contribute to
understanding and learning about the experience and expression of emotion.

The mothers provided their children with a rich array of such meaningful
behaviors. In addition to expressing affect themselves and talking about emotion
or its expression, mothers responded with actions and action-directed speech.
Either they acted themselves or encouraged their children to act in ways to
achieve their goals, of they talked about those goals and/or the situations for them.

In responding to positive emotions, the mothers most often expressed
positive affect themselves. They were also very likely to do or say something
directed at maintaining a child’s goal and to talk about the situational context. In
response to negative expressions, mothers were least likely to express affect
themselves in response. Instead, they were most likely to act in a way or say
something directed at helping the child achieve a goal or change the goal, either
by abandoning it or substituting a new goal. They also attended to their children’s
physical needs in response to negative emotions.

In sum, in their own actions and talk mothers provided information about
the causes or circumstances of an emotion or provided information about how
actions contribute to coping for the regulation of feelings. Mothers’ actions and
talk about actions were their dominant form of responding to a child’s emotional
expression, and the rate of action-related behaviors by the mothers remained a
constant in their interactions, showing no change from 9 to 21 months.

However, as the children acquired language, their mothers were
increasingly likely to talk to them about the emotional experience and
correspondingly less likely to express emotionally toned affect themselves. But
they rarely labeled the child’s emotion or talked about a child’s feelings directly
Instead, these mothers talked about a child’s goal or the situation or how to
achieve their goals in one or another situation — the cause and occasions for their
feelings and what to do about them - rather than about the feelings themselves.

From this rather long, detailed explanation, it is reasonable to hypothesize that a

mother’s interaction with her child is responsible for associating aflect to both language

and behavior and, in turn, associating meaning with both language and behavior. In

other words, we can conclude that without mother’s interaction, her CDS if you will,

meaning cannot be achieved easily or completely.

44

2.3.5 Rich interaction between parents and child

de Villiers and de Villiers (1979:97-98) attribute normal language acquisition to
the quality of interaction between and the child and parents.

Language acquisition normally takes place in the context of a rich interaction.

between the child and his parents. Several facets of that interaction seem to be

important facilitators of language acquisition, and some of them may even be
necessary for the acquisition of normal speech.

They go on to say that
[s]ince most of the early conversations between parent and child take place in
familiar contexts and concern objects that are present in the situation, the child
already has a good idea of what the parents’ sentences are about (1979298).
One may wonder how the child has already developed ‘a good idea of what the parents’
sentences are about.’ de Villiers and de Villiers suggest that familiarity of context is the
reason for this which is certainly reasonable. What also has likely occurred is that the
child has, even at this early stage of language development, acquired a means of ‘figuring
out’ what the parents are talking about, quite possibly because of the functional language
the parents have already directed at the child.
de Villiers and de Villiers continue their description of the language children
receive from their parents and note the importance of various qualities of that language.
They explain (19792101) that

[t]he quality of the language that children hear from their parents and the way in
which it relates to their own comprehension and production of speech may also be
important factors in language learning.

Mothers (and fathers too, although they have not been studied as much)
tailor the length and complexity of their utterances to the linguistic ability of their
children. Mother’s speech to one- and two-year olds consists of simple,
grammatically correct, short sentences that refer to concrete objects and events.
There are few references to the past and almost none to the future. Sentence
intonation and stress are greatly exaggerated, and clear pauses appear between
sentences. Furthermore, as many as 30 percent of the utterances are repetitions,

45

partial or complete, of one of the earlier sentences of the mother to the child.

Other features of speech to children, such as the use of a higher-pitched
voice and special baby-talk words containing simplified speech sounds, reflect the
adult’s conception of the way children talk. The adult assumes that the young
child finds certain sounds and words easier to pronounce than others. -

Finally, some properties of speech to children of different ages seem to .
depend on what the parent is trying to do with the language. With a child of one
or two years the mother is often trying to manage and direct the child’s behavior,
as well as provide him with the names of objects.

How might the speech modifications made by adults assist the child in
language learning? The restriction of early conversations to familiar settings and
to objects and events that are present in those situations greatly simplifies the
child’s problem of learning the words for things. It limits the range of possible
referents for any new word and provides the child with clues from the situation
that might indicate what is being referred to, clues such as the speaker’s direction
of gaze of the presence of a new object among familiar ones. Adults also use
recurrent sentence frames in talking to children: “Look at the ,” “That’s a
,” or “Where’s the ?” The word that enters into the frame is usually heavily
stressed, so the child’s attention is drawn to it.

Other features of mother-to—child speech may help the child to divide
speech up into words, phrases, and sentences. Single-word utterances are quite
frequent, and even multiword sentences are slowly enunciated and have distinct
pauses between them. Mothers also tend to repeat isolated phrases and words
following the complete utterance.

The preceding clearly stresses the importance of this ‘rich’ interaction between
parents and child and, at least in part, suggests that the nativist argument of
‘impoverished input,’ which says that the language input an infant receives during Ll
acquisition is often ungrammatical and is insufficient to account for the infant’s rather
dramatic language learning ability, may not be absolutely valid.

2.3.6 Modification of adult speech to children

de Boysson—Bardies (1999281) explains the ‘natural’ concern that adults have for
infants by stating that

[a]lmost all adults, no matter their sex or age, modify their way of speaking

when talking to infants and very young children. Adults show a concern and a

willingness to adapt to the capacities of the child by adjusting the register of their
voices, adopting an affectionate tone, and articulating words clearly and more

46

slowly.
Affect seems to lie at the heart of adult-to-infant interaction. Later she states that
‘motherese’

refer[s] to the modulations of the prosody and Voice of mothers (or other
adults) speaking to babies, whereas baby talk indicates the simplification of
vocabulary, syntax, and the forms of the words of the language addressed to a
slightly older child, without, however, neglecting the modes of intonation that are
associated with it. Whether peering into the infant’s cradle or taking care of the
baby, adults, when they speak, first attempt to establish affective contact and to
elicit vocalizations (1999282).

She goes on to describe ‘petel’ (from the Italian word for ‘breast’), coined by the poet
Zanzotto (1986), as

the cuddling language mothers use to address very small children, which tries to
mimic the language these children use to express themselves. One notes, in
particular, modifications of voice and prosody — a higher vocal register than
usual; and a restricted range of intonation contours (but with very exaggerated
modulations and variations of pitch), and long, soft melodic forms with sudden
glissandi and large F0 [also, F 0, frequency of phonation, measured in hertz (Hz)]
excursions to focus the baby’s attention, heightening interest and helping
establish a preference for this type of communication (1999282).

Finally, she mentions that interestingly, though not surprisingly, ‘this preference
[for the voice of their mothers] is found until children reach preschool age’ (1999283).

2.3.7 Possible results of a lack of CD8

If examined from the perspective of potential language impairment, the lack of
CD8 may cause serious problems for a child. According to Harris (1990:93—94) the vital
role of CD8

has fuelled speculation that some forms of language impairment may arise from

the child having insufficient exposure to adult language or, alternatively, being

among adults who adopt inappropriate styles of talking to young children These

problems may then lead on to additional difficulties at school, especially if the

teaching staff mistake linguistic delay as indicative of limited intelligence, or
interpret differences in a child’s inability to use language as a sign of impaired

47

ability to learn language.

Harris (1990: 200—201) later gives 6 characteristics of adult language directed to

young language-learning children. Adult-to-child language:

1.

is slightly more complex than the language the child uses. This structural
complexity may vary according to such factors as:
a) Mean Length of Utterance
b) Mean length of speaking turn
c) Grammatical complexity - embedded sentences and passives
d) Type-token ratio - the frequency of different words expressed as a
proportion of all the words used
deals with the child’s interests: actions, objects, people and events that are
present in the ‘here and now.’
is semantically related to the child’s language so that the child will recognise
the connection between her own communicative intentions and the language
structures presented by the adult. This can be done by
a) repetition of the child’s utterance in a conventional or ‘idealised
forrn2’ the child says ‘buh’ but the adult responds with ‘butter.’
b) expansion of the child’s utterance as when the child says ‘play
bath,’ the adult responds with ‘You want to play with your toys in the
bath.’
c) recasting the child’s utterance to illustrate an alternative
grammatical structure. For example, to illustrate questions, after the
child utters ‘You can’t get in’, the adult might respond: ‘No I can’t get
in, can I?’
is filled with phatic responses such as ‘yes’, ‘oh’, ‘mm’ and ‘I see’ to
indicate the adult is listening and attending to what the child is saying.
does not simply use questions to get children to speak, but rather uses
meaningful contributions from the adult to the conversation context.
whenever possible uses naturally occurring conversational slots so that the
adult’s language fits in with other activities and the child’s increasing ability
to participate in verbal and non-verbal interactions.

As we shall see later in the data analysis, these characteristics arise within the

language of the parents. To sum up, then, we have seen that CD8 can be viewed as a

highly specialized language, having affective qualities necessary to engage the child in

language, and one which allows the child to remain focused on the provider of the input

thereby maximizing language learning.

48

2.4 Halliday’s functions of language. As was mentioned at the outset of this paper,
the clear functional purpose of language is to send and receive linguistic signals. Various
approaches to the analysis of such functional language have been proposed. Scollon
(1976) examined the language output of a one-year old, Brenda, for a wide variety of
components, one of which was intonation. He gives a list of illocutionary acts that
Brenda’s intonation is believed to express. These acts range from reference to assertion
to direct directive and so on to translative (Scollon, 19762209). Such an extensive list
proved too large to be used in the present study. Though Scollon’s study is a fascinating
one, it focuses on the output of the child rather than on the input she is exposed to, which
is the focus of the present study.

In his discussion of the development of speech acts in infants, Atkinson (1982)
provided an outline and comparison of three inventories of functional categories, one by
Dore, one by Carter, and one by Halliday. Halliday’s system was chosen for use in this
study because it provides a taxonomy which appears to be conceptually ‘cleaner,’
providing less overlapping of functions than the other systems exhibit.

In his study of the functions language may contain, Halliday (1977) examined the
English language acquisition of one child, Nigel, from about six through eighteen months
of age. Halliday’s basic premise in the study was that the language infants use could be
described in terms of certain functions. The functions Halliday (1977219-20) proposed
were:

1. The instrumental function is the fimction that language serves of satisfying the

child’s material needs, of enabling him to obtain the goods and services he wants.
This is the ‘I want’ function of language.

49

2. The regulatory function is related to this, but it is also distinct. It is the
function of language as controlling the behaviour of others, something which the
child recognizes very easily because language is used on him in this way:
language is used to control his own behaviour and he soon learns that he can turn
the tables and use it to control others. The regulatory is the ‘do as I tell you’
function of language. ' .

3. The interactional function is what we might gloss as the ‘me and you’
function of language. This is language used by the child to interact with those
around him, particularly his mother and others that are important to him, and it
includes meanings such as generalized greetings “Hello,” “Pleased to meet you.”
And also responses to calls “Yes?”, as well as more specific forms.

4. F ourthly there is the personal function. This is language used to express the
child’s own uniqueness; to express his awareness of himself, in contradistinction
to his environment, and then to mould that self—ultimately, language in the
development of the personality. This includes. . .expression of personal feeling, of
participation and withdrawal, of interest, pleasure We might call this the ‘here I
come’ function of language.

5. F ifihly, once the boundary between the child himself and his environment is
beginning to be recognized, then the child can turn towards the exploration of the
environment; this is the heuristic fimction of language, the ‘tell me why’ function,
that which later on develops into the whole range of questioning forms that the
young child uses.

6. Finally we have the imaginative firnction, which is the function of language
whereby the child creates an environment of his own. As well as moving into,
taking over and exploring the universe which he finds around him. The child also
uses language for creating a universe of his own This we may call the ‘let’s
pretend’ function of language.

7. Later on there is in fact a seventh to be added to the list: but the initial
hypothesis was that this seventh function, although it is the one which is
undoubtedly dominant in the adult’s use of language, and even more so in the
adult’s image of what language is, is one which does not emerge in the life of the
child until considerably afler the others. This is the one that we can call the
informative function of language, the ‘I’ve got something to tell you’ function.
At this point, it is necessary to add a comment regarding this taxonomy of
functions. Because Halliday came up with this taxonomy of function by observing

Nigel’s use of language, these functions are initially intended to be descriptive of what

50

children might use language for. In this study, I am attempting to turn the tables, as it
were, by using these functions to describe the speech that the subject’s parents and
siblings use with him. Although Halliday does not analyze the speech of adults
specifically, the preceding comments in his description~ of the seVenth function, the
informative, certainly suggest that he has thought about what adults use language for.
Since he does so, I am adding this function to his initial list of six because I am
specifically interested in the kind of functions these adults and children use with and
around the subject.

Although it would be possible to create a different taxonomy of functions that
might be applied to any language in normal communication, the one that Halliday has
produced clearly is meant to encompass normal language use. To facilitate the
discussion, I will assume that these seven functions are sufficient to describe both the
language that infants hear in their environments and are, consequently, the functions
which could be noted in the language they acquire and then produce.

In addition to such issues, examining the type of interactions each parent has with
an infant with respect to the qualities of CD8 those interactions might contain is certainly
relevant to a functional analysis of the L1 acquisition process. Essentially what such a
taxonomy of functions provides is a way of quantifying the various aspects of CD8. This
in turn allows a more discrete analysis of a given utterance than may have been possible
before.

One other set of criteria could possibly have been used to analyze the data of this
study, namely, Dickinson and McCabe’s criteria discussed in section 2.2. Those criteria

relate to the language the child is exposed to and to how the child responds. Though they

51

would possibly have rendered equally interesting results, I considered the set of
Hallidayan criteria to be of more use as an analytic tool given its division of language

. into specific functions, which I found to be a good match for the recorded data .

52

CHAPTER 3
METHOD

3.1 Introduction. This chapter first presents the research design used in this study.
Next, a description of Halliday’s taxonomy of language functions and how they are
utilized in this study are given. A second method of analysis is present and discussed.
Following this, the subject of this study is described along with the data-gathering
procedure and some concerns about that process.

3.2 Research design. The case study presented herein was primarily done using a
naturalistic approach. Because as much information as possible regarding the subject
was sought, a long-term plan was established with the parents after their consent was
received. Permission was granted to proceed with this study after a UCRIHS review.
(IRB# 99217, Category 22F)

3.3 Subject. The subject, Hikaru (H), born on October 20, 1996 (19 months old at
the beginning of the study), is the youngest son of a Japanese couple living in a small
mid-Westem college town. H’s father is a doctoral student and his mother is a
homemaker who, in addition to caring for H, cares for his two older siblings, a boy,
Tadahiro (usually called Ta-kun), at the initial time of the study, seven years of age and a
girl, Sakura (usually called A-chan), five years of age.

H, an active child, was chosen because I knew he would be growing up in and
virtually surrounded by the Japanese language. I thought that this home would simulate
as much as is practically possible in this area of the United States a Japanese L1
environment. Although H’s older siblings use English in school and have become

essentially bilingual over the years they have been living in the United States, Japanese is

53

the language used in the home. H’s mother and father are never heard to use more than a
few words of English (heavily Japanese-accented) for the duration of the study: hello,
lucky, cheese, and Jesus, for example (see Appendix B for the complete list).
Apparently, these Were somehow special to H or his family (or the context of the
conversation) and therefore appear from time to time in the data. It should be noted that
most of the non-Japanese words seen in the data are not uncommonly seen in typical
Japanese, having been borrowed from other languages such as English and, in one case,
pan ‘bread,’ from Portuguese. Hence, to say that these are instances of English is,
perhaps, not completely accurate. The pronunciation of these words, at least the English
words, by the family members is typically heavily-accented and therefore not necessarily
representative of normal English L1 input.

Aside from the rare instances of English usage scattered throughout the data, H’s
parents used and currently use only Japanese in the home and assured me that H’s older
siblings do not use English with him. This is a rather closely enforced rule in the home
and goes so far as to include the television programming the children are exposed to:
essentially Japanese children’s programs on videotape. Therefore, it can be assumed for
the purposes of this study that his English input from the environment was minimal and
has insignificant impact on any results or conclusions.

At this point I would like to state that although the first ideal had for this
dissertation was to study a child’s language acquisition in a foreign language
environment, the frequent silence of the subject and the relatively few and limited
utterances he did produce during the recording sessions necessitated a slightly different

focus for this study. Instead of looking primarily at what the subject produced, I began

54

ht

frc

examining the parents’ language and found it to be far more fascinating from a
functionalist perspective. There seemed to be a decidedly different kind of language
directed at the subject from both parents. This then became the focus of this study,

I chose a Japanese family and their child for study for three reasons. The first
consideration was practicality. I needed to be able to gather data on an infant as reliably
and easily as possible. Since this family was well-known to me and was very willing to
help me in this case study, and since they had had other experience gathering data from
one of their other children, I knew I had access to willing, eager, and interested
participants. This family had assisted me in a previous study, so I knew that they would
be reliable assistants for the data-gathering process.

Secondly, beyond these issues of practicality, I saw the opportunity to go beyond
a mono-lingual (typically, English) examination of the developmental process of meaning
and compare previous research done with English-speaking children to that of a child
raised in a (mostly) Japanese-speaking environment. If parallels could be found in these
different linguistic groups, then another page in the book of universal theory could be
highlighted, if not completely written.

Finally, because I have had and continue to have intimate connections with the
Japanese language and culture in a teaching capacity, I was very interested to see what
implications this study would have for the teaching of language to young children, an
area of special interest to me. I acknowledge that language teaching is perhaps not
always of immediate concern to linguists, but because this study deals with aspects of
how infants acquire language, I believe there may be potentially important implications

from the outcomes of this study for the field of language teaching.

55

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The fact that some of the background research mentioned in this paper was done
on very young infants (birth to 12 months) may raise the question of whether results from
that research can be appropriately used with a child who. was already about ‘19 months old
at the beginning of the study. Since AH did not have a large repertory of words and I
certainly few, if any, examples of telegraphic speech or two— or three-word holophrastic
utterances at the time this study began, it seemed likely that the research would cover a
time in his language development when meaningful utterances, words, and complete
phrases would become more frequent, thus providing an observable pattern of
development.

Additionally, attempting to study the development of meaning appears to be more
appropriate with older infants. Oller’s discussion of ‘Semanticity’ refers to 18-month-
olds (2000:278), and he believes that humans begin to develop the power to ‘command
information free of context within symbol systems. . .shortly after infants begin to build
their lexicons in the second year of life’ (281).

3.4 Data gathering procedure. H’s parents tape recorded his speech during normal
interactions with him over a period of twelve months from June 4, 1998 to June 21, 1999.
At the beginning of the tape recording sessions H was about 19 months old. Although
the parents were asked to record H as regularly as possible, this instruction could not
always be strictly followed. The time between recordings varied from 3 to 15 days and
toward the end of the recording sessions, there were larger gaps of up to more than a
month. During some of the last recording sessions, there were large gaps of silence which
accounted for the sometimes sparse data. Every effort was made to salvage whatever

useful data appeared on these tapes.

56

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The method for recording consisted of the parents’ placing a very high quality
cassette tape recorder (SONY WM-D3 Walkman Professional with a high quality stereo
condenser microphone) in close proximity to H at times when he appeared to be vocally
active, engaging him in conversation, and recording him until he had uttered what his
parents considered to be representative of his productive ability at the time. The result
was a series of ten 90-minute cassette tapes, each of which was returned for examination
as it became full. These tapes were then transferred to the mini-disc format (SONY
MiniDisc Deck MDS JE440) since its capability of isolating any given section of data
and replaying it indefrnitely facilitates careful transcription and analysis. High quality
headphones (SONY MDR V600) were used during all transcription work. The raw data
are presented in a numbered format with English gloss in Appendix A.

A final comment is perhaps in order here. It will be noted that I, the researcher,
was not physically present during the recording sessions except at the very outset. The
main reason I did this was to ensure that there was no extra English language influence
on the subject. Although I can speak Japanese to a moderate degree, I felt that if I were
present, there would be a greater chance that H’s parents would use English with me,
which might inadvertently but adversely influence H’s Japanese output. Additionally, I
was confident that H’s parents would have little difficulty using the tape recorder or
getting H to produce usable output because they had worked with me on a previous
project that required very similar procedures. As it turned out, there were only one or

two minor problems in this respect, but these did not alter the results of this study.

57

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3.4.1 Problems in and limitations of the data: Transcription concerns

Although some of the data were transcribed using IPA symbols that were
considered to be as close as possible to the sounds uttered by the infant, there is some
doubt, as Oller (2000, 1986) and Ingram (1989) note, as to the accuracy Of transcribing a
child’s utterances with symbols that are intended for use with adult speech. This is the
problem of shoe-homing: trying to force a model to fit a certain situation. In addition,
because only one person, the researcher, transcribed the data, errors in accurate
transcription are not impossible.

Because of these concerns, IPA symbols are used sparingly for allophonic
accuracy and only to clarify or specify a specific utterance by the parents when there is
relatively high probability of the accuracy of the transcription. The subject’s (H)
utterances are, however, all given in IPA symbols that were deemed as close as possible
to what he actually said. Otherwise, a conventional phonemicization of the Japanese is
given along with an approximate English gloss for all the utterances produced by the rest
of the family members. The accuracy of any unclear Japanese words or phrases was
carefully checked by my wife, a native speaker of Japanese. Naturally, any and all errors
or inaccuracies are my responsibility alone.

3.4.2 Absence of video recording. Because obtaining the most natural data
possible was the goal of the recordings, and since the researcher was unable to be
physically present with the family for the length of the study, only a tape recorder was
used. Videotape would have undoubtedly provided additional useful data regarding,
especially, objects handled or referred to, relative proximity of speakers to the subject,

facial expressions, direction of gaze, and disambiguating who said what. This was,

58

unfortunately, beyond the capabilities of the present study because another important goal
in the study was to be as unintrusive on the family as possible considering the length of
_ the study. Future study that would incorporate the use of relatively unobtrusive video

cameras is suggested.

59

1h.

31‘;

CHAPTER 4
DATA ANALYSIS

4.1 Introduction. Once the data of the family members were transcribed into a,
conventional phonemicization (with an English gloss) and into phonetic script for the
subject, they were all placed into a table format and numbered for ease of reference. The
numbering is of two types: 1) the data sets are numbered from 1 to 32 and represent the
different recording sessions (Appendix C); and, 2) a consecutive numbering of utterances
from the beginning of the first data set to the end of the last data set. All these data can
be found in Appendix A. In addition to the raw data, the final column in Appendix A
presents the function(s) believed to be represented by each utterance. It is these data and
the firnctions contained therein which will now be examined.

4.2 Analysis. Each utterance in the data set was examined in its local context (the
utterance immediately preceding it) to determine its most likely function according to
Halliday’s descriptions of language functions. Some utterances were coded with two or
more functions because it was ofien clear that while the form of the utterance may have
suggested a certain type of function, what was likely intended given the context was
another function. Occasionally, no coding is made of an utterance because what was said
was unclear or because the utterance was merely a laugh or some sort of grunting or
squirming noise which carried no clear overt intentional function. This is not to say that
the speaker had no intention; the fact is, however, that more information than was
available was necessary to assign a function to this type of utterance.

Before proceeding further, it should be noted that according to the coding

60

ima;
exp]
ma)"
disc
for :
intei

the!

parameters which follow, three functions, the instrumental, the personal, and the
imaginative, were not found in the language of the family members. Although no simple
explanation for the absence of these three functions immediately presents itself, there
may be unique cultural and idiosyncratic reasons for their absence. Thesewill be ‘
discussed in the final chapter, but see ‘d)’ in the Summary of Table 2, section 4.2.1 below
for an initial discussion of this phenomenon. It may be that the nature of parent-child
interactions adheres more to the ‘here-and-now’ nature of language which is expressed in
the regulatory, interactional, heuristic, and informative fiinctions than in the three missing
ones.

Abbreviations used to coding the Hallidayan functions of utterances are:

INST —- the instrumental function
REG — the regulatory fimction
INTER — the interactional function
PERS — the personal function
HEUR — the heuristic firnction
IMAG - the imaginative firnction
INFORM — the informative function

To demonstrate how the coding was performed, the following examples (taken
directly from the raw data in Appendix A) are offered. No examples of the instrumental,
personal, or imaginative fiinctions are given since they were not found to be present in
the data from any of the family members (M — Mother, F — Father, B — elder Brother, and
S -— elder Sister). The examples given are all from F’s speech, but the coding process is
the same regardless of speaker.

a) Regulatory utterances, such as #14, are coded thus if they contain direct or

indirect commands.

 

r 14 IF: omeme to ittegoran, omeme. IF: Say, ‘Eye, eye.’ I REG 7

61

b) Interactional utterances, such as #16, were those in which the speaker had
attempted to call the subject, to rephrase what the subject had said, to comment about

something the subject had said, and so on.

 

16 F: hikaru chan, : Hikaru, (‘chan’ is a term of INTER l
endearment)

 

 

 

 

c) Heuristic utterances were those with direct questions, such as #22, or indirect

questions (rephrases asking for clarification, for example).

 

22 F: otosan no, (.) kore wa? : (Is this/it) Father’s? What about HEUR l
his (one)?

 

 

 

d) Informative utterances, such as #25, were those in which the speaker simply
presented factual information or gave some explanatory commentary to either the tape

recorder (for the benefit of the researcher) or to another family member.

 

25 .' ma, rokuon chu no desu. I7: Well, we’re in the middle of INFORM
recording.

 

 

 

 

e) Some utterances were coded with more than one function since the utterance
could be interpreted in more than one way given the particular context. This multi-
function coding is indicated by the likely functions separated by a slash mark(s). The
following (#33) is an example of such an utterance. The context of the interaction
between F and H was that they were planning to go outside, so F uttered a statement
which appeared to be interactional since he called H and suggested that they BOTH go
outside. The other intent of this utterance was, of course, that it was an order for H to
accompany his father outside since H really had little choice in the matter. This second

coding for the regulatory function was therefore thought to be reasonable.

62

50

the

nu

me

COf

 

33 : solo demasho hikaru. IF: Let’s go outside, Hikaru. INTER/
REG

 

 

 

4.2.1 Functions in the data sets. The tables found in Appendix C show the
number and percentage of utterances of the various functions for each speaker, excluding
H. Each table presented there is organized in the following manner:

a) The top row of each table shows the seven possible functions for each
utterance.

b) The lefimost column of the table indicates the speaker: M (mother), F (father),
B (elder brother), or S (elder sister).

c) The rightmost column indicates total number of utterances per speaker.

(I) The bottom row of each coltunn indicates the total number of utterances of a
specific fmetion.

e) For each cell that contains data within a table, the top number indicates the
actual utterance count within the raw data while the bottom number in brackets indicates
the percentage that number represents out of the total number of utterances for the
speaker.

0 Summary comments regarding which speaker dominates the data set vis-a-vis
number of total utterances (i.e. who has the greatest percentage) and which function is
most prevalent in each data set immediately follow each table.

In order to facilitate a discussion of such a large amount of data that would be
meaningful vis-a-vis the hypothesis of this study, all the data sets were included in the
composite table, Table 2, which provides a complete overview of all functions and

Speakers in the study. Following Table 2 is a summary of findings based on an

63

CE

~

 

Ofie

examination of those data from several perspectives.

Table 2 - Composite of entire data set1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FUNCTION
COUNT / INST _ REG INTER PERS HEUR IMAG INFORM TOTAIJ
SPEAKER . SPEAKER
0 271 325 0 250 0 153 999
M (27%) (33%) (25%) (15%) (51%)
0 358 186 0 205 0 109 858
F (42%) (22%) (24%) (13%) (44%)
0 6 20 0 4 0 15 45
B (13%) (44%) (9%) (33%) (2%)
0 7 12 0 1 0 20 40
S (17.5%) (30%) (2.5%) (50%) (2%)
Tom! 0 642 543 0 460 0 297
“mm” (33%) (28%) (24%) (15%) 1942
W
Speakers: M - Mother, F - Father, B - Brother, S - Sister
F unctions: Inst - Instrumental function Pers - Personal function
Inform — Informative function Reg — Regulatory function
Heur — Heuristic fimction Inter - Interactional function

lmag — Imaginative function

Summary: Several points stand out in the analysis of Table 2:

a) The data which were captured by the tape recorder suggest that M spoke more
often than did F. Though this may not reflect a completely accurately comparison
between the total amount of time M and F spent or spend respectively interacting with H
over the course of an entire day, it does suggest that M may have been the most
prominent speaker in H’s world during the recording sessions, though only by a margin
of 7%.

b) The most prominent function noted in F’s speech, by 18% over the next most

 

' A chi-square was run on the four functions (REG, INTER, HEUR, INFORM) for mother (M) and father
(F), producing a 2x4 table with 3 degrees of freedom. The chi-square result was 51.273; significance level,
p S .001.

64

prominent function, is the regulatory function. This suggests, and is confirmed in many
places throughout the data, that F is more likely to use commands to try to engage H in a
language interaction than M is. It also suggests, and is confirmed throughout the data,
that the exchanges between F and H are of shorter duration and contain less of the give-
and-take seen in interchanges between M and H.

c) Both B and S exhibit relatively large percentages of interactive function use
which suggests that, although neither sibling has much formal spoken communicative
interaction with H during the entire data set, when they do communicate with him they
use the interactional function far more than they use the regulatory function.
Additionally, the informative function is used by these siblings to a much greater extent
than it is used by the parents. This may have implications for the influence older siblings
have on their younger siblings both in the kind of interaction they have with the younger
siblings and in the type of language they use during those interactions.

d) Three functions were not found at all in the data: the instrumental, personal,
and imaginative functions. Given the fact that these three functions by definition,
especially the personal and imaginative functions, are typically used by parents or
caregivers to indicate much more complex ideas and language than a young child would
be likely able to comprehend (or, likely, generate), it is perhaps not surprising that they
do not appear in the language of the parents. Of course, the presence of these three
apparently absent functions cannot be ruled out categorically; it may be rather that
language bearing these functions was present during conversations that were not
recorded, though this is unlikely given the broad range of times and settings in which the

data were gathered.

65

There is one other possible explanation for the lack of, at least, the imaginative
function. Because the parents in this study have specific religious beliefs regarding the
nature of what literature their children may read, many of the fictional stories and
characters that other children read about (Harry Potter boOks, for example) are not read in
the home. This would naturally limit, though not eliminate, the amount of language
containing the imaginative function around the subject.

e) The functions which do appear in the language of M and F are, perhaps, not
very surprising in that by definition these functions are directly related to the language so
often used with infants: giving commands (regulatory function), language used to keep
conversations going (interactive function), asking questions (heuristic function), and
giving information (informative function).

4.2.2 Graphs comparing the functions. The following graphs (Figures 2 through
17) are presented to give a graphic representation of the numerical data presented in
Table 2 and the data from the full 32 data sets found in Appendix C. Where a graph
contains a great deal of data, thereby rendering it rather dense in appearance, separate
graphs are also provided which break down these larger graphs into specific components
for ease of reference. The information contained in Figure 4 (which is based on Table 2
and shows actual utterance count of each function in each data set) is also represented by
Figures 5 through 8 (each shows the utterance count of one function in each data set).
Similarly, the information in Figure 9 is broken down into separate graphs, Figures 10,
12, 14, and 16. Figures ll, 13, 15, and 17 are given to compare actual utterance count

with the percentages of the same utterance count.

66

 

 

   

cote—Em 35588:— I z

.8385 0288.85 Bi 1
"H2855 36:30: I 2

5:25”— bofismom I , :

coma

5502

 

 

uououn :1 red tunoo aoueraun

Figure 2. Total number of utterances per function per speaker.

 

 

67

 

 

 

   

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

380 -

3
E
1 -3- 1. ----_,1__, 11.1..
1 1
1 1 1
1 1 1 1 33312333333231”:
1 | 1 1 °°:::::::::::::::g
1 1 1
1 1 1 1 1 1
1 1 1
1 1 1 1 ‘ l
, 1 1 1
1 1 1:2:322223832222212933:”as:
1 1 i 1 1 1
1 1 1 1 1 1 1 1 1 1 l
1 1 1 1 1 1 1 1 1
1 1 1 1 :3335Eiiiizzziiiziiifimt
1
I 1 1 1 1: 1 1 1 1 1
ll
31:11:511111111
1111.111111‘111
EEEEEEII235323322IEE’EEIE‘EEEEEIII‘ZI322$???EEEEEZEEEEEEEEEE
1 1 1 1
eeeeeeeaeeeeaaeeeao
MMMMNNNNNp‘v—F‘v—H

raxeads rad saoueraun 30 raqurnN

Interactional Function Heuristic Function Informative Function

Regulatory Function

Functions

 

Figure 3. Total number of utterances per speaker per function.

68

 

 

 

355
mm:omammaonmsmmfi$822222:22:2 a w B o w v m N~
o
.1 “a. _ rm
1:

.
v

.

‘

‘

.

., ,

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e

.

u

c

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.
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, 8

 

gums—~85 I
05:3: I
38:055.". ,

 

boa—swam I

 

1
1
1
1

 

 

tunog)
69

Figure 4. Function count per data set.

 

 

MM Function E Data Set

 

 

 

 

 

 

Count

 

12 3 4 5 6 7 8 9 lOll121314151617181920212223242526272829303132
DataSet

 

 

 

Figure 5. Regulatory function per data set.

As we examine Figure 5, it is clear that when the regulatory fimction is present, it
accounts for either a relatively substantial amount of parental CDS (30+ utterances) or a
relatively small amount (~10 or fewer utterances). There does seem to be a clustering of
data sets (11 — 23) which contain, on average, higher amounts of utterances bearing the
regulatory function. Towards the end of the data collection period the number of
utterances which carry the regulatory function seems to decrease somewhat. This may
result fi'om an increase in language which carries other fimctions, as we shall see.
Perhaps this indicates a shifi in the kind of language the parents use as the subject’s

language develops.

7O

 

'onal Function DainSet

 

 

12 3 4 5 6 7 8 91011121314l516l7181920212223242526272829303132
DataSct

 

 

 

Figure 6. Interactional function per data set.

In Figure 6, we note, once again, a slight clustering towards the center of the
graph of data sets (15, 17 — 21, and 23) which carry larger amounts of interactional
function content. We also note that when the interactional function is present, it can be
quite prominent (note data sets 6, 15, and 23). There is somewhat of a decrease in
utterance count towards the end of the data collection period as was also noted in the
regulatory function. This may also reflect and result from an increase in the presence of

language containing other language functions, notably, the heuristic function.

71

 

Heuristic Function M Data Set

Count

45 "’ ' ’” ,,, ,, ***** m r“ ' ** W' ,, i ‘7' , -‘ * IHeuristic

. 11111.11

12 3 4 5 6 7 8 9 10l11213 l4lSI6l7l8 l9202| 2223242526272829303l 32
DanSet

 

 

 

   

 

 

 

 

Figure 7. Heuristic function per data set.

Immediately evident in Figure 7 is the increasing usage of language carrying the
heuristic function over the course of the study. Although there are a few data sets in
which larger quantities of language bearing the heuristic fimction can be seen (data sets 6,
15, and 23), the general increase seen from about data set 17 onward is of special interest.
The increase seen in the heuristic function coincides well and interestingly with the
decrease in the previous two fimctions. This certainly suggests that as the subject
matures, the nature of the language directed at him changes to accommodate new or

increasing linguistic demands.

72

 

Inf 've F

Count
&
LII
T
1
1

 

   

.. 4, Lil. g . .. llllJuLfl.‘

12 3 4 5 6 7 8 9IOII1213l4151617181920212223242526272829303132
DataSet

 

 

Figure 8. Informative function per data set.

Examination of Figure 8 produces somewhat different conclusions compared with
those noted in the previous three discussions. The informative function appears
prominent in only two data sets (6 and 15) and is almost nonexistent at the beginning of
the study. There is a very slight increase in language that carries this function over the
course of the study, but the change is not as dramatic as that seen with other functions.
Perhaps this is not very surprising since this function, the ‘I have something to tell you’
function, clearly is of less utility to an infant until that infant can fully understand that
information is being directly presented to the infant. What is interesting, however, is that
the informative function is theorized by Halliday only to become influential until afier all
the other functions have developed. That this fimction is present at all, then, seems

perhaps unusual and unanticipated.

73

 

 

 

NmfimommmwmnmommmwmmmwmEomgfltg232Q:2 o m N. o w v m N—

     

n

m

“5888.3 m.

26:33 I
38:85:: I
boa—swam I i

am 88

i . . _ . n _ .

 

 

 

 

Sm 8mm coo 25:85 We

1

v

..v......-..-_...u ...

.

I
a
u
u

 

 

 

 

E

[on

cm

79.

om

on

on

.ow

om

. oo—

uouound 19d afimueomd

 

 

Figure 9. Percentage of functions per data set.

74

 

 

Re ion Set

 

5 26 27 28 2930 3132

N

l2 3 4 5 6 7 8 9IOIl12l3|4151617l8l9202l222324
DataSct

 

Figure 10. Percentage of regulatory function per data set.

 

, 7 ~ . I Regulatory

. Iliul

2 3 4 5 6 7 8 9 IOIII2l3l415161718I9202l2223242526272829303I32

  

I

Data Set

 

 

Figure 11. Count of regulatory function per data set.

75

When we compare the pair of graphs above (Figures 10 and 11) and those
following, we note that the graph showing percentages of functions in each data set
provides perhaps an even better understanding of how each function performs in the CDS
to which the subject is exposed in this study. 1 i i

The percentage of heuristic function graph above shows a gradual diminution of
percentage over the course of the study. As was mentioned earlier, this may be due to a
gradual increase in other functions. Of course, it is certainly the case that the heuristic
function plays an important role in parental CDS in this study as is evident from the
observation that there is a relatively substantial percentage of this function throughout the

study.

76

 

8

N
5 o

O
,4.

W
O

l

11.. ,, .111] _

2 3 4 5 6 7 8 9 lOll121314151617181920212223242526272829303132
DataSet

fl mutational

 

Figure 12. Percentage of interactional function per data set.

 

 

I emcti u ti n rData Set

  

 

2 3 4 5 6 7 8 9 IOIIl2I3I41516I7I819202]2223242526272829303132

Data Set

    

I Interactional I

 

Figure 13. Count of interactional function per data set.

77

 

One obvious point we note in examining the differences between the actual count
and percentage graphs (Figures 12 and 13) of the interactional function is that the
percentage of the interactional function appears to be fairly consistent across the study,
with the exception of data set 14. This suggests that the fimction plays a crucial and ‘
consistent role in-the language of the parent or parents. This consistency also suggests
that this function may be indispensable to the social and linguistic relationships that exist

between child and parents.

78

 

Pacemage

11111111

Hemstic Function a Data Set

.11 .1111.

2 3 4 S 6 7 8 9 lOlI1213I4ISI6I718192021222324

Data Set

 

 

 

25 26 27 28 29 30 3] 32

I Heuristic I

 

Figure 14. Percentage of heuristic function per data set.

 

 

 

1

WW

 

 

 

 

 

 

2 3 4 5 6 7 8 9 l0llI213I41516l71819202!2223242526272829303l32
but-Set

 

Figure 15. Count of heuristic function per data set.

79

 

A comparison of Figures 14 and 15 shows a decided increase in the heuristic
function percentages over the duration of the study. A possible reason for this increase is
that as the child develops his linguistic ability, the parents are able to ask him more
questions, both direct and indirect, and that they are more interested in probing his
reactions to their questions. This may result in large amounts of language containing the
heuristic fimction. It also suggests that the parents expect not only more answers but also
more complex answers to their questions since, presumably, they believe he can better

understand and respond to their questions as he matures over time.

80

 

 

Percentage

40

30

20;

Informative Fugction Er Egg Set

I Informative I

    

[1113. Mi.

:1 .
H 12 l3 I4 15 l6 I7 18 I9 20 21 22 23 24 25 26 27 28 29 30
DataSet

3132

0

 

Figure 16. Percentage of informative function per data set.

 

 

i 4.,~+..._'_- f2 4.

l

I Informative

   

.1 1 a, I.-._ _ Ba ,.
2 3 4 5 6 7 8 910H12131415161718l920213223242526272829303l32
DarnSet

 

Figure 17. Count of informative function per data set.

81

 

 

As previously mentioned, the informative function does not show as dramatic an
increase over the course of the study as some of the other functions do. The percentage
graph (Figure 16) shows a relatively consistent percentage (~20%) of the informative
function except for the lack of it at the outset of the study. This speaks neither to its
great importance nor its lack thereof. Because this function is believed to be more
important later in life once a child has more or less developed the other fimctions, it is
reasonable to assume that it does not have much impact on the subject’s early language
development. However, that it is present at all and that three other functions are not is
somewhat surprising.

4.2.3 Selected data in chronological order. Next, Table 3 presents in
chronological order selected data from all of the data set tables. To facilitate analysis of
these data according to important issues in this study, the following data were selected
and placed for comparison within the table. Column (1) shows the number of the data
set; column (2), the dominant speaker, always the Mother or Father, and the percentage
of domination within the data set; column (3), the dominant function (by percentage);
column (4), the next dominant function (by percentage); and, column (5), the total
utterance count for the data set.

Table 3 - Data sets in order

    

INTER
INTER

INTER 1
INTER

INFORM 17%
HEUR

82

 

Table 3 - (cont’d)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7 M (78%) INTER (33%) REG (31%) 125
8 F (53%) REG (70%) INFORM (20%) 19
9 M (52%) INTER (43%) REG (36%) 27
10 F (100%) REG (3 8%) HEUR (29%) 21
11 F (66%) ' REG (51%) INTER (22%) 98
12 F (100%) REG=INTER (45%) REG=INTER (45%) 11
13 M (49%) REG (42%) INTER (30%) 67
14 F (97%) INFORM 38%) HEUR (31%) 33
15 M (53%) INTER (38%) HEUR (23%) 240
16 F (71%) REG=INTER (50%) REG=INTER (50%) 14
17 M (52%) REG (60%) INTER (27%) 92
18 M=F M-INTER (41%); M-REG (39%); 90
(49%) F-REG (43%) F-INTER (25%)
19 F (85%) REG (48%) HEUR (24%) 73
20 F (50%) REG (39%) INTER (35%) 107
21 F (73%) REG (34%) INTER (28%) 93
22 F (93%) REG (57%) INTER=HEUR= 30
INFORM: (@14%)
23 M (93%) INTER (35%) HEUR (34%) 153
24 M (100%) INTER=HEUR (42%) INTER=HEUR (42%) 31
25 F (100%) HEUR (67%) REG (17%) 12
26 F (83%) REG (53%) HEUR (28%) 70
27 F (100%) HEUR (43%) INTER (31%) 35
28 M (93%) HEUR (41%) INTER (26%) 71
29 F (52%) HEUR (44%) INFORM (24%) 66
30 F (69%) REG (44%) HEUR=INFORM 13
(22%)
31 M (90%) HEUR (42%) INTER (23%) 29
32 F (72%) HEUR (30%) REG=INTER (25%) 79

 

 

 

In Table 3 the term ‘dominant’ is used simply to indicate that either a particular

speaker produced more utterances than any other speaker in a data set or a particular

function was more prevalent than any other function. Use of the terms ‘dominance’ or

‘dominant’ is not intended to refer to how these terms are used in their syntactic sense.

were numerically equivalent. This is indicated by the equals sign (=).

83

Some data sets contained data that showed that either two speakers or functions

 

Even a cursory glance at the data in Table 3 shows that the regulatory and
interactional functions predominate as either the dominant or next dominant function. In
order to more clearly analyze and understand the chronologically ordered data in Table 3,
Table 4 was created. In Table 4 the data in column 5 of the Table 3 (COunt) are presented
again in column (5) but in descending order, in order to determine who and what
function(s) were most prevalent in the data sets which had the most utterances. The
rationale here was that, although there were many data sets, the ones which contained a
lot of language would likely be the ones which would be the most profitable for
examination. Naturally, all data sets were analyzed, but it proved to be more interesting
to examine the larger data sets because there was a better comparison between the kinds
of language used by the various family members in the study.

Table 4 — Data sets in order of utterance count

M 53%
M 81%
M 93%
M 78%
F 50%
F 66%
F 73%
M 52%

INTER 38%
INTER 27%
INTER 35%
INTER 33%
REG 39%
REG 51%
REG 34%
REG 60%

HEUR 23%
HEUR 25%
HEUR 34%
REG 31%
INTER 35%
INTER 22%
INTER 28%
INTER 27%

M-REG (39%);
F-INTER 25%
REG=INTER 25%

M=F (49%) M-INTER (41%);
F-REG 43%

F 72% HEUR 30%

F 85% REG 48% HEUR 24%

M 93% HEUR 41% INTER 26%
F 83% REG 53% HEUR 28%
M 49% REG 42% INTER 30%
F 52% HEUR 44% INFORM 24%
F 100% HEUR 43% INTER 31%
F 97% INFORM 38% HEUR 31%
M 100% INTER=HEUR 42% INTER=HEUR 42%

 

84

 

Table 4 - (cont’d)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

22 F (93%) REG (57%) INTER=HEUR= 30
INFORM: (@14%)
31 M (90%) HEUR (42%) INTER (23%) 29
9 M (52%) INTER (43%) . REG (36%) . 27
10 F (100%) REG (38%) ' HEUR (29%) . 21
2 F (90%) REG (44%) INTER (28%) 20
8 F (53%) REG (70%) INFORM (20%) 19
16 F (71%) REG=INTER (50%) REG=INTER (50%L 14
3 M (54%) REG (71%) INTER (14%) 13
30 F (69%) REG (44%) HEUR=INFORM (22%) 13
25 F (100%) HEUR (67%) REG (17%) 12
5 F (55%) REG (83%) INFORM (17%) 11
12 F (100%) REG=INTER (45%) REG=INTER @Vo) 11
1 M (86%) REG (67%) INTER (33%) 7
4 F (71%) REG (60%) INTER (20%) 7

 

 

 

 

 

Many interesting facts present themselves when Table 4 is examined. First, we
note that M is the dominant speaker of the four data sets which contain the largest
number of utterances. Additionally, those four data sets all have the interactional
function as dominant. The total number of utterances in these four data sets is 703 or
about 36% of the entire data set. Though the interactional function is not the only one
found in this large portion of the entire data set, it is the function which dominates
(sometimes quite strongly) the language used by M. This certainly suggests that when H
is surrounded by major amounts of language, much, if not most, of it comes from M and
is of an interactional nature. Interestingly, when the table is further examined, we note
that F dominates the next three largest data sets and predominantly uses the regulatory
function therein. This rather stark distinction between the language that M and F exhibit
is suggestive of the roles they play when interacting with H. That is, one may surmise
that M, through the interactive nature of her conversations with the subject, is more

interested in sustaining the interaction between them. This may allow H to learn to

85

 

interact with his environment better. On the other hand, the regulatory nature of F’s
interaction with H tends to suggest that topics are not sustained as long, which may
consequently lessen the time H has to interact with his environment. That the data sets
indicated here are from throughout the entire data set suggests that this distinction is not
merely a chance occurrence and that the nature of the language M and F use with H is
fairly consistent. Of course, variation in fimctional language use does arise, as an
examination of the individual data sets shows.

4.2.4 Functions in data sets dominated by M. The following two tables (5 and 6)
were created by dividing Table 4 into those data sets that were dominated by M and those
dominated by F. As in the previous table, both of these tables show the data sets in order
of highest to lowest utterance count.

Table 5 — Functions in data sets dominated bv M

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

15 M (53%) INTER (38%) HEUR (23%) 240
6 M (81%) INTER (27%) HEUR (25%) 185
23 M (93%) INTER (35%) HEUR (34%) 153
7 M (78%) INTER (33%) REG (31%) 125
17 M (52%) REG (60%) INTER (27%) 92
18* M=F (49%) M-INTER (41%); M-REG (39%); 90
F—REG (43%) F-INTER (25%)
28 M (93%) HEUR (41%) INTER (26%) 71
13 M (49%) REG (42%) INTER (30%) 67
24 M (100%) INTER=HEUR (42%) INTER=HEUR (42%) 31
31 M (90%) HEUR (42%) INTER (23%) 29
9 M (52%) INTER (43%) REG (36%) 27
3 M (54%) REG (71%) INTER (14%) 13
1 M (86%) REG (67%) INTER (33%) 7

 

 

 

18* - this data set is shown in this table and the next because, although M and F have

86

 

equal number of total utterances and therefore share dominance here, they exhibit
different percentages of function usage.

Noteworthy points in Table 5 are:

a) Of the 13 data sets where M is the dominant speaker, the interactive function is
most prominent in 7 (including #18). In 4 other data sets, the regulatory function is most
prominent. In the remaining 3 (including again #18), the heuristic function is most
dominant.

b) In 4 of the 7 data sets where the interactive function is most prominent, the
next most prominent function is the heuristic function. In the remaining 3 data sets, the
regulatory function is the next most dominant. In the 4 data sets where the regulatory
function is most prominent, the next most prominent function is the interactional
function.

c) What these previous two descriptions point out is that in the vast majority of
the data sets where M dominates, the interactional function is very prominent and
therefore highly influential vis-a-vis the input H receives from M. When the interchanges
M has with H are examined, we note that language carrying interactional and heuristic
functions appears to generate substantially more and varied linguistic output from H than
does the language F uses with H.

4.2.5 Functions in data sets dominated by F.

Table 6 - Functions in data sets dominated b F
(l l (2) (3) (4) (5)

 

 

 

1 Data Set Dominant Dominant Next Dominant Count
Number Speaker Function Function
20 F (50%) REG (39%) INTER (35%) 107
l 1 F (66%) REG (51%) INTER (22%) 98
21 F (73%) REG (34%) INTER (28%) 93

 

 

 

 

 

 

 

87

Table 6 — (cont’d)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

18* M=F (49%) M-INTER (41%); M-REG (39%); 90
F-REG (43%) F-INTER (25%)
32 F (72%) HEUR (30%) REG=INTER (25%) 79
19 F (85%) REG (48%) HEUR (24%) A 73
26 F (83%) REG (53%) HEUR (28%) - 70‘ ‘
29 F (52%) HEUR (44%) INFORM (24%) 66
27 F (100%) HEUR (43%) INTER (31%) 35
14 F (97%) INFORM 38%) HEUR (31%) 33
22 F (93%) REG (57%) INTER=HEUR= 30
INFORM= (@14%)
10 F (100%) REG (38%) HEUR (29%) 21
2 F (90%) REG (44%) INTER (28%) 20
8 F (53%) REG (70%) INFORM (20%) 19
16 F (71%) REG=INTER (50%) REG=INTER (50%) 14
30 F (69%) REG (44%) HEUR=INFORM (22%) 13
25 F (100%) HEUR (67%) REG (17%) 12
5 F (55%) REG (83%) INFORM (17%) 11
12 F (100%) REG=INTER (45%) REG=INTER (45%) 11
4 F (71%) REG (60%) INTER (20%) 7

 

 

 

 

 

 

18* - this data set is shown in this table and the previous because, although M and F have
equal number of total utterances and therefore share dominance here, they exhibit
different percentages of function usage.

Noteworthy points in Table 6 are:

a) Of the 20 data sets where F is the dominant speaker, the regulatory function is
most prominent in 15 (including #18). In 4 other data sets, the heuristic function is most
prominent. In the remaining data set, the informative function is most dominant.

b) In 9 of the 15 data sets where the regulatory function is most prominent, the
next most prominent function is the interactional function. In 5 other data sets, the

heuristic function is the next most dominant. In 3 other data sets, the next most

prominent function is the informative function. 2 data sets (#16 and #4) contain equal

88

numbers of two fiinctions and are therefore counted twice.

c) The other data sets, where some function other than the regulatory is most
prominent, exhibit a wider variety of combinations of functions than do the similar data
sets where M is the dominant speaker. This suggestsith’at, while F may use much. mOre ‘of
the regulatory function in general, he does use perhaps more varied or special language in
his interactions with H than M does. This may parallel the idea mentioned earlier (Snow
1995: 183; see section 2.2) that fathers are, in general, more likely to bring new
information into the child’s world than are mothers.

d) What these previous descriptions point out is that in the vast majority of the
data sets where F dominates, the regulatory function is very prominent and therefore
afi’ects the input H receives from F in specific ways. When the interchanges F has with H
are examined, we note that although F urges H to say things, some of which might be
new to H’s world, he is not able to keep the interchange going as long as M can and must,
therefore, keep trying to get H to say different things. He seems much less likely to
comment on what H has uttered either by offering other information or by asking
questions.

4.3 Subject responses to the dominant speaker. Now that we have examined the
functions contained in the CDS used by the main caregivers (M and F), an examination of
the responses from H to the dominant speaker at given times may give us a glimpse of the
effectiveness of that CDS on the language production (if not directly on acquisition)
which H exhibits. With this in mind, a re-examination of the data sets should give a
representative view of how H reacts to certain functions/CDS used by his parents.

Table 7 takes the data from the study and juxtaposes them thus: column (A) lists

89

the 32 data sets; column (B) indicates the total number of CDS utterances produced by all
speakers in each set; column (C) lists which speaker was dominant (either M or F) and
which function was dominant; column (D) gives the number of utterances produced by H
that appeared to contain any function; and column (B) shows the ratio of total number of
CDS utterances in the data set to total number of H’s utterances (CDS2HU ratio) in the
same data set, that is, the ratio of column (A) to column (C).

Following the table are three graphs, Figures 20 - 22, which graphically display
the information in Table 7 in important ways, highlighting certain elements. (Please note
that the asterisk in the following table highlights that in data set #4 a true ratio could not
be calculated because H produced no utterances. In order to keep data set continuity, an
utterance count of 1 for H was used. See part c) in the discussion of table 7 below for
additional discussion of this unusual case.)

Table 7 - H’s utterances in data sets

M — REGULATORY
F — REGULATORY
M — REGULATORY
1F — TORY
F — REGULATORY

M _
M _

F — REGULATORY

M — INTERACTIONAL
F — REGULATORY

F — REGULATORY

F — REGULATORY =
INTERACTIONAL

M - TOR

 

90

Table 7 - (cont’d)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

14 33 F — INFORMATIVE 17 1.94:]
15 240 M — INTERACTIONAL 42 5.71 :1
16 14 F — REGULATORY = 6 2.33:1
INTERACTIONAL . -
17 92 M — REGULATORY 37 ' 2.49:1
18 90 M and F - 37 2.43:1
INTERACTIONAL =
REGULATORY
19 73 F — REGULATORY 30 2.43:1
20 107 F — REGULATORY 52 2.06:1
21 93 F — REGULATORY 45 2.07:1
22 30 F — REGULATORY 15 2:1
23 153 M — REGULATORY 92 1.66:1
24 31 M - INTERACTIONAL = 20 1.55:1
HEURISTIC
25 12 F — HEURISTIC 6 2:1
26 70 F — REGULATORY 25 2.8:]
27 35 F — HEURISTIC l9 1.84:1
28 71 M — HEURISTIC 38 1.87:1
29 66 F — HEURISTIC 34 1.94:1
30 13 F - REGULATORY 6 2.17: l
31 29 M — HEURISTIC 12 2.42:1
32 79 F - HEURISTIC 32 2.47:]

 

 

 

 

 

 

 

The next three figures graphically display the ratios in Table 7 above. The
method for calculating these ratios was to simply take the total number of utterances from
both parents and divide that by the total number of functional utterances H produced in
the particular data set. The figures show along the x-axis the following information
which may be helpful to the reader: the data set number (1 - 32), the dominant speaker in
each data set (M or F), and the dominant (highest percentage) function in each data set.
Figure 18 shows the ratios arranged chronologically by data set. Figure 19 gives the
ratios according to speaker, while Figure 20 shows the ratios according to dominant

function.

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(* - indicates data sets represented twice due to equal dominance of functions)

92

 

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("‘ - indicates data sets represented twice due to equal dominance of functions)

 

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(* - indicates data sets represented twice due to equal dominance of fiinctions)

93

 

 

A few interesting points arise out of an examination of the data in Table 7 and its
associated graphs, Figures 18 — 20.

a) When examined for observable trends in the data chronologically, it is
interesting to note that the regulatory fimction is dominant in the first 5 data sets, which
also contain some of the highest CDS:HU ratios. This trend of higher ratios for specific
functions does not continue over time, however. This suggests that, aside from a possible
early relationship between the regulatory function and a high CDS:HU ratio, there is no
single function that appears to foster high CDS:HU ratios in any crucial way.

b) When these ratios are examined according to speaker (Figure 19), we note that
F is the dominant speaker in the data sets which contain the two highest CDS:HU ratios.
Both of these data sets also happen to show dominance by the regulatory function. The
average CDS:HU ratio for data sets dominated by M is 2.85:1, while the average
CDS:HU ratio for data sets dominated by F is 2.79:]. At first this may not seem to be an
important difference at all. However, when we re-examine the data sets and the number
of utterances contained in each, we note that data set #5 which contains the 11:1 CDS:HU
ratio only has 12 utterances total. This very small data set therefore skews the data
greatly. If data set #5 is excluded in this calculation, the previous average CDS:HU ratio
of F’s parental CDS to subject utterances falls from 2.79:1 to 2.33:1, which is
substantially lower than the average for the data sets dominated by M. Although no data
should be excluded because they are problematic, it is clear that inclusion of this
particular data set would produce averages that suggest a much different comparison of
how H might be responding to M and F.

c) As to the presence or absence of specific functions, it should be noted that

94

Figure 19 highlights the fact that while the regulatory and interactional functions
dominate data sets throughout the entire study, the heuristic functions appears dominant
only from data set 25 onward. This does not mean that no questioning language was
noted earlier than data set 25; rather, it may suggest that later in “the Study H is more i
likely to produce language or do things that cause his parents to question him more than
they may have prior to this.

(1) We also note a more regular CDS:HU ratio from about midway through the
study until the end. Additionally, we note that this CDS:HU ratio stability occurs with
little variation due to dominant function. We may surmise from this observation that the
subject’s response to different types of parental language is minimal because, perhaps,
the subject increasingly understands and can respond to the parents’ language.

e) If we examine the CDS:HU ratio per function, the following results obtain.
The regulatory function produces an average CDS:HU ratio of 3.12: 1. Once again,
however, two data sets (#4 and #5) skew this ratio. As was mentioned above, data set #4
does not in fact even provide a ratio (or rather, the ratio is infinity) since there are no
subject responses to the seven parental CDS utterances contained therein. Rather than
delete the data set completely, an artificial ratio of 7:1 was created by arbitrarily
assigning one utterance to H for that data set. Data set #5, which also contains a very
small number of total utterances, produces a very large CDS:HU ratio of 11:1. If these
two problematic data sets are not calculated in the average ratio for the regulatory
function, a CDS:HU ratio of 2.22:1 is obtained. The interactional function produces an
average CDS:HU ratio of 2.98:1, with the heuristic function producing a 2.02 CDS:HU

ratio and the informative function producing a 1.94 CDS:HU ratio. Unfortunately, since

95

only one data set exhibited dominance by the informative function, we cannot truly call
its 1.94 CDS:HU ratio an average ratio. Nevertheless, what falls out of this analysis

A (assuming we revise the calculations of CDS:HU ratio averages mentioned above) isthat
the interactional function shows the highest CDS:HU ratio compared to that of the other
functions. This suggest rather strongly that H is surrounded, on average, by more
language when the interactional function is dominant than when any other function
dominates a language interchange.

If we examine the figurative ‘other side of the coin,’ the number or utterances H
produced according to dominant fimction (Figure 21), we note that the interactional and
regulatory functions produced similar counts (318 vs. 309). Yet it took twice as many
data sets to produce the lower regulatory total than the interactional total ( l 7 vs. 8). One
possibility for this situation is that the interactional function, when the dominant function
in a data set, is responsible for more language output from H (approximately double) than
when the regulatory function appears dominant in a data set. Perhaps this is not
surprising when one considers that interchanges between parent and child which are of an
interactional nature would logically include more utterances per speaker because there is
more statement/question and comment than in a regulatory interchange which is typically
a command followed by a single response. It is also reasonable, then, that interactional
interchanges may allow the child more opportunity to create language than do regulatory

01168.

96

 

Utterance Count

       

Heuristic - (6) Informative - (l) Interactional - (8)
Functions (Number of Data Sets)

 

 

 

jFigtTZlifis utterance count by function.

The following chart (Figure 22) also shows H’s utterance count according to
function, speaker, and data set. The important points to note are (from the left) that H’s
utterance count rises to its highest level when M is the dominant speaker the interactional
function is the dominant one in the data set. We also note that F most often dominates

data sets which contain a majority of the regulatory function.

97

 

 

 

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As can be readily seen from the preceding two figures, H produced the greatest
number of utterances in the data set (number 23) where the interactional function was
most prevalent. Although the regulatory functionwas also quite prevalent in the entire
group of data sets, H did not produce as much language per data set when it was the
dominant function as when the interactional function was dominant. Figure 22 also
highlights the fact that M was the dominant speaker is all but one of the data sets where
the interactional function was dominant. The numbers in these final two charts certainly
indicate the following trend: when H produced substantial amounts of language, it was
more often in a situation where the interactional function was dominant and the mother
was the dominant speaker.

In summary then, the data analysis points to differences between the kinds and
relative amounts of functions that the various family members, especially M and F, use
with the subject. In general, M uses more interactional function language with H
than F does, while F uses more regulatory function language with H than M does. This
results in a difference between the average CDS:HU ratios that M and F exhibit (2.85:1
vs. 2.33: l ). That M’s ratio is higher suggests that she is able to engage H in language
interchanges in which H receives more language than he does when interacting with F.
This also suggests that M’s language is perhaps more important to H’s language
development from a social interactionist perspective than F’s (or the other family
members’) language is. Put another way, M’s language fosters H’s language
development in more direct ways due to its greater interactional function content, which

appears to be a prominent factor in the relative amount of language H produces.

99

CHAPTER 5

SUMMARY AND CONCLUSIONS
5.1 Introduction. In this chapter, I will discuss how the findings from the previous
chapter affect the current understanding of CDS. First, I discuss whether and’how the
results of this study support the initial hypotheses of this case study. Next, I present a
new perspective from which to view what CDS does for the developing child vis-a-vis
language acquisition. Finally, I suggest areas for further research.
5.2 Hypotheses revisited

The results of the analysis of the data collected for this study do partially support
the initial hypotheses. The following comments take the hypotheses in turn.

a) The CDS used by the mother with her child in this study will be quantifiably
different in content and quantity from the language that other family members
use with the subject.

This hypothesis appears to have qualified support. The CDS used by the mother turned
out to be, in fact, quantifiably different from that used by any other family member.
Notably, the mother’s CDS differs from that of any other family member because it
contains more of the interactional function. Additionally, the mother’s language was
observed to generate more output (number of utterances) from the subject than did the
father’s.

One concern that some readers may express regarding the outcomes of this
dissertation is that what I have examined in this study is essentially the difierence(s)
between women’s and men’s language. While this distinction was not the main thrust of
my study, it is certainly the case that such differences may in fact explain some part of

the results. Citing Tannen’s recent work on the differences between men and women vis-

100

a-vis interactional styles, Talbot (1998:98) lists this group of ‘binary oppositions’ which
characterize men’s and women’s styles of talk. No verbs were given for each quality or

characteristic, so I have supplied (probably) appropriate verbs.

 

Women Men
(Show) Sympathy (Engage in) Problem-solving
(Develop) Rapport (Like to) Report
(Practice) Listening (Practice) Lecturing
(Are more) Private (Are more) Public
(Strive for) Connection (Strive for) Status
(Are more) Supportive (Are more) Oppositional
(Value) Intimacy (Value) Independence

Such oppositions suggest that, traditionally, women take on or find themselves in
the nurturing role of mother. I considered, therefore, that such a woman might be more
likely to use language which contains Hallidayan functions such as the Interactional (the
‘you and me’ function). Likewise, I surmised that a man, traditionally taking the
controlling role of father, might more likely use language containing the Regulatory (the
‘do as I tell you’) function. My findings do reflect a situation in which some of these
oppositions exist, but such oppositions, generalizations perhaps, may be overly simplistic
and do not show what else might be going on in the interchanges between parent and
child. The parents in this study used several, though not all of the Hallidayan firnctions.

The general characteristics I just mentioned may be true of men and women in
Western societies, but the subjects in this study were Japanese. In Japan such oppositions

may not necessarily be the same or exist at all. Japanese men and women have different

101

styles of communication and interaction with each other and with their children than do
Western parents. While living in Japan for several years, I have personally observed

‘ many families in Japan which bear out such (often striking) differences. For example,
fathers can often seem harsh and distant, almost non-participants in their children’s .
upbringing, while mothers are typically comforting and sympathetic to the child’s
slightest problem or want, sometimes to the point of doting on them. Naturally, parental
attitudes can vary widely even in a society as homogenous as that of Japan. However, I
believe that the parents in this study were similar to one another in overall interactional
attitude toward their child. In some respects though, the parents in this study are atypical.
Both parents were with their children perhaps more than is usual for many parents in
Japan where the father, due to work pressures, may typically only interact briefly with his
children while he is leaving for work or late at night after he returns home and just before
they go to bed. This often leaves the raising of the children essentially to the mother.

In this family, however, since the father was a doctoral student, he was home
from suppertime almost every day. He was also often available to his youngest child (the
subject) during the day when he did not have classes. The mother was typical of most
Japanese mothers, intent on giving her children the best education possible whatever that
may entail. This drive to aid their children among Japanese mothers has resulted in the
somewhat derogatory term ‘kyoiku mama’ or ‘education Mother.’ The mother in this
study was certainly typical in this respect.

Nevertheless, the data show that the mother and the father in this study produced
different kinds of language with their youngest child. The tables included in my paper

show these details. Essentially, the mother used more interactional language, while the

102

father used more regulatory language with their child. The Tannen oppositions
mentioned above relate to adults, but this study shows that perhaps these oppositions or
distinctions or contrasts start being inculcated into children or, at least, haVe an influence
on children shortly after birth as the parents engage in interactions which contain ' '
different types of functional language. My analysis of the parents’ CDS reveals another
realm in which these differences exist. Perhaps the broad ‘cultural’ distinctions we see in
male and female speech are partly based, indeed, on the interactions infants have with
their male and female caregivers.

b) Though all functions of language may be present in the linguistic input to
which the child is exposed, a specific subset of those functions, the
interactional and regulatory functions, will dominate the interactions between
mother and child and will be less prominent in the language uttered by other
family members.

The second hypothesis appears to have less support than the first. The CDS to which H
was exposed (at least the recorded data) in fact did not contain all of the possible
functions of language as proposed by Halliday, according to the analysis which was
performed on that CDS. Also, while the interactional and regulatory functions were very
prominent in the mother’s language and did technically dominate the mother’s CDS, the
heuristic and informative functions also appeared fairly ofien. Therefore, this first part of
this hypothesis has only limited support and would need to be revised to reflect
accurately the observed data.

The second part of the second hypothesis does have some support. Table 2 shows

that the mother does use more interactional language than the father does and also shows

that her use of the interactional and heuristic functions is quite different from that of the

other family members. However, both the brother and the sister use the interactional

103

function quite more than the father does, at least in terms of percentages. In the case of
the regulatory function, the father uses far more of this type of language than any other
family member, but the mother’s speech is much more likely to contain the regulatory
function than either brother’s or sister’s language. . 3

Overall then, the two hypotheses have some limited support suggesting, albeit
tentatively, that CDS used by the mother in this study does contain a subset of the
functions proposed by Halliday, and that her CDS is to some degree (importantly)
different from the CDS other family members use with the subject, especially due to its
higher content of language containing the interactional function.

In retrospect, other hypotheses could have been posited. For example, given the
kind of language which makes up the various functions, one might hypothesize that over
the duration of the study, an increase in the heuristic function would be seen due to the
ever increasing curiosity and linguistic development of the subject. In fact, just such an
increase in the heuristic function is noted, as can be seen in Figure 14. Whether the
reason for this increase is that suggested is not immediately clear. We do note in Table 7,
however, that 7 of the last 9 data sets are dominated by the heuristic function. We also
note that in these data sets, H produces relatively substantial amounts of data in response
to the language directed at him. While the heuristic function is not the dominant one in
the data sets where the largest numbers of H’s utterances are seen (data set #6 — 47
utterances, Interactional function; #15 - 42 utterances, Interactional function; #20 — 52
utterances, Regulatory function; #21 — 45 utterances, Regulatory function; #23 — 92
utterances, Regulatory function), H does produce an average of 23 utterances in those

data sets in which the heuristic function dominates.

104

Other such retrospective hypotheses that might be constructed from an

examination of the results are:

a)

b)

The personal (‘here I come’) function will be seen only minimally, if at all,
since at the beginning of L1 acquisition, language d‘ireCted at the developing
child from the parents does not likely contain references to themselves.
Rather, that language will logically contain references about the child and be
more of an interactional nature. Consequently, no or very little language that
represents the personal function will be observed. That this situation obtained
is not surprising.

The imaginative function (‘let’s pretend’), though logically observable in the
output of children, will not be found in the language the parents use with their
child unless they are reading books or are in play settings where they are
generating language that refers to imaginary characters or situations. Again,
that this result obtained is not surprising. One other possible reason for the
imaginative function being absent is that mentioned in the analysis of Table 2
(4.2.1 above).

The instrumental function (‘I want’), like the previous two, will not be noted
because the parents are more likely to use language of a regulatory nature
whenever they address the child in order to get him to do something rather
than using language which tells the child what they, the parents, want (e.g. I
want a piece of your cookie, or I want a new toy.) This situation was
observed in the data; its presence should not be surprising given the nature of

the function.

105

5.3 A new perspective on CDS. In chapter 2 of this dissertation the discussion of
what constitutes CDS and why it is a valuable asset in the linguistic development of
children was presented. Recalling the general descriptions of the language directed by
adults at young children (CDS) given by Harris (1990: 200-201), we note (in a
summarized form) that it

1. is slightly more complex than the language the child uses,

2. deals with the child’s interests in the ‘here and now,’

3. is semantically related to the child’s language so that the child will recognise
the connection between her own communicative intentions and the language
structures presented by the adult. This can be done by repetition, expansion,
or recasting of the child’s utterance,

4. is filled with phatic responses to show the adult is paying attention,

5. uses meaningful contributions from the adult to the conversation context,

6. uses naturally occurring conversational slots so that the adult’s language fits
in with other activities and the child’s increasing ability.

The results of this study showed that four of Halliday’s seven functions appeared
to be present in the language the parents used with their child. They were: a) the
Regulatory function — the ‘Do as I tell you’ function, b) the Interactional function — the
‘Me and you’ function, c) the Heuristic function — the ‘Tell me why’ function, and d) the
Informative function — the ‘I’ve got something to tell you’ function.

If we compare Harris’s descriptions of CDS and the Hallidayan functions
observed in the language of the parents in this study, we note that all but the first of
Harris’s stated characteristics of CDS seem to fall roughly into Halliday’s interactional
function. If Harris’s descriptions are accurate concerning what CDS is typically
considered to be, then the Hallidayan taxonomy of language functions may provide

additional and therefore (possibly) more accurate descriptions of CDS. For example, the

regulatory fimction, which was certainly prevalent in this study as is witnessed by the

106

large number of data sets in which it was the dominant function, appears to play a role
not specifically referred to by Harris’s descriptions of CDS. This suggests that a
functional analysis of CDS is perhaps better suited to obtaining a clearer picture of CDS
than previous traditional descriptions have been. .

In a more speculative vein, if Oller’s prOposed ‘infrastructural system’ model of
language (section 2.1.4) were used as a pattern for formulating a revised
fimctionalist/social interactionist model of how CDS relates to language acquisition based
on the observations in this study, we might posit that functions, such as those defined by
Halliday, would be the operational categories of language. Each function could be
theorized as being made up of the infrastructural model components of each function:
perhaps, for example, sentence types (interrogatives, declaratives, imperatives), which
would fit naturally into the various ftmctions. These in turn would be made up of the
prime parameters (the smallest units in the model): for example, vocabulary, intonation,
gestures, and phonetic and phonological components.

Such a model would, in effect, use a system of language frmctions to describe
what children come to be able to do with language (as Halliday, of course, did). This
could be seen as a metric for language acquisition. Unlike Halliday’s study which only
examined the output, however, this system could apply to both output and input, both
sides of the learning matrix.

Continuing this discussion of models of CDS, Kent’s (1992) description of what
he believes takes place in the acquisition of the phonology of a language contained a
flowchart, which was discussed earlier (section 2.1.2). Using that as a template for a

functionalist/ social interactionist explanation of how the environment (replete with

107

functional CDS) and genetic factors might interact, the following flowchart would result.

influences
o FUNCTIONAL CDS

 

Factors

.1.

 

o Audition:
Universal (innate)
speech sounds
Categories

Attentional Subsystem
becomes tuned to
FUNCTIONS

FUNCTION
discrimination

 

1‘ ¢

 

Orienting
Subsystem

 

.1.

 

0 Speech Motor
Function:
Developmental
anatomy of speech
apparatus; early

 

 

' movement syner ies

Modification by perceptual
experience of
FUNCTIONAL language

 

 

Figure 23. 7

 

 

FUNCTIONAL
language output

 

The interaction of genetic factors and functional CDS.

What is different in this flowchart (compared to Kent’s original) is that instead of

simply ascribing to the input a vague role, functional CDS is seen as the prime input.

This function-laden input then interacts with the innate and developing systems for

perception and production. As the attentional subsystem encounters the various functions

of language from the parents (through interaction), output is modified through experience

with and in the language. As more and more functions are discerned by the child, more

and finer functional usage/output results.

Though this sort of theorizing about how a child interacts with the CDS in his/her

environment still requires much more empirical data before more concrete statements can

be made regarding the veracity of such models, what I believe is worthwhile here is the

108

idea that the input to which an infant is exposed contains meaningful language (the
functions found in CDS) which triggers the innate subsystems of language to begin to
. work their magic resulting in language acquisition.

Primary among the results of this study is the fact that the CDS observed in this
study contains a specific set of language functions. Moreover, the CDS here appears to
be most effective in fostering language acquisition when it contains the interactive,
heuristic and regulatory functions in relatively equal balance. The reaction of the subject
to speech which contained mostly regulatory function utterances was less language and
less meaningful language in those situations. However, when interactions where a
variety of functions was present, the implication is clear: when used in combination, the
regulatory, heuristic, and interactional language functions may help the budding language
learner cope with his environment and learn to express him/herself more fully than when
single functions dominate the linguistic interaction.

5.4 Implications for further research

Several lines of research suggest themselves from the results of this study. First,
longitudinal research which would follow several infants during a similar period of time
(or longer) in their language development is suggested. With a larger number of
participants from varying ethnic and linguistic backgrounds, a broader and more accurate
view of the relationship of CDS input to language development may be achieved.
Second, how CDS affects other areas of language acquisition should be examined as
well. For example, although the current study does not examine the relationship between
CDS and syntax, this is surely one area that could be examined. The current study has

examined the social/interactional input the child receives during language acquisition, but

109

this same input is supposed to be responsible for appropriate syntactic development.
Exactly how and which functions of language may be responsible for syntactic
development may provide a more humanistic approach to understanding hbw syntax
develops than currently exists. ’ ’ I V

Naturally, any conclusions which might be drawn from this study need to be
tempered by the fact that the subject for this study was learning Japanese. Much of the
research cited in this study was done with English-speaking infants. As was mentioned
earlier, the syntactic difference between Japanese and English may play an as yet
unknown role vis-a-vis language functions and language acquisition. Therefore, it is
suggested that further research should include replicating this study using English-
speaking infants. If such research produced results similar to those of this study, the
contention that language functions in CDS are crucial to language acquisition would gain
further empirical support.

CDS is the first and arguably the most important factor related to successful
language development that an infant encounters at the beginning of its life. While later
linguistic encounters with other extended family members, friends, classmates, and
strangers may help add to a child’s language in terms of new vocabulary and more
complex structures and ideas, the initial CDS encounters with parents or primary
caregivers comprise the base on which all other language rests. Ensming that this base is
constructed of the best type of language, that is, CDS which contains a rich combination

of language functions, is the challenge facing all parents and caregivers.

110

APPENDICES

lll

APPENDIX A

NUMBERED ENTRIES OF THE TRANSCRIPT OF
SUBJECT H,
RECORDED FROM JUNE 4, 1998 TO JUNE 21, 1999.

Transcription conventions

Transcription conventions used in data from Gass, et al, (1999245, 46) (with slight
modifications identified by *):
1) intonation/punctuation
? Rising intonation
. Falling intonation
, Nonfinal Intonation (slight rise)
No punctuation at clause or utterance end indicates transcriber
uncertainty
2) other
(1’) or ( ) Incomprehensible word or phrase (due to background noise)
(all right) A word or phrase within parentheses indicates that the
transcriber is not certain that s/he has heard the word or
phrase correctly
[ Indicates overlapping speech; it begins at the point at which
the overlap occurs
= Means that the utterance on one line continues without pause
where the next = sign picks it up (latches)
y- A hyphen after an initial sound indicates a false start
(.) A dot within parentheses indicates a brief pause
((laugh)) Nonlinguistic occurrences such as laughter, sighs, that are not
essential to the analysis are enclosed within double
parentheses
3*) an English gloss of the Japanese is given following each instance.
4*) occasionally phonetic transcription in square brackets [ ] is used for greater
clarity of utterance or to show contrast between the speech of interlocutors.

112

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Raw Data English Translation Functions
(1ST Data set, 6/4/98, (1’ST Data set, 6/4/98, (1’t Data set)
9:35 PM) 9:35 PM)
H (age): 1;7.15. (yr;mo.days.) H: 1:7.15.
1 [H: [A]. . , ,H: [A]. '
2 [M: hikaru ikenai. PM: Hikaru. That’s bad! INTER/
REG
3 ill: ((cries.)) [Hz ((cries.))
4 JM: ((scolds S for something)) IM: ((scolds S for something)) REG
5 : [ba, ba, ba,] ((M is reading a : [ba, ba, ba,] ((M is reading a Inter
ok in Japanese to H.)) ((high- ok in Japanese to H.)) ((high-
itched squeals and a few itched squeals and a few
ts.)) SJ)
6 : ((continues reading a story : ((continues reading a story
bout a fire engine.)) bout a fire engine.))
7 : {wag}, wag}, wag}, wag},] (.) ill: {wag}, wag}, wag}, wag},] (.) Inter/Pers
{wag}, wag}, wag}, wag}. wag}, {wag}, wag}, wag}, wag}. wag},
are] Ways]
8 : ((making sounds of a fire : ((making sounds of a fire INTER
ngine,)) bu, bu, bu, bu. engine,» bu, bu, bu, bu.
9 : [wu, wu,] ((laughs and : [wu, wu,] ((laughs and Inter/Pers
queals.)) [37, a7, a7] ((squeals ueals.)) [37, a7, a7] ((squeals
many times.)) any times.))
10 : ((scolds H for doing : ((scolds H for doing REG
omething to S.)) omething to S.))
11 [Hz ((laughs.)) IH: ((laughs.»
12 [M & F: kaeshinasai. dame. [M & F: Give it back! Bad! REG
Inter/Pers

13 [Hz [wu wu wuw].

[Hz [wu wu wuw].

 

 

113

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(2"6 Data set, 6/9/98, (2"3 Data set, 6/9/98, . (2" Data set)
10:30 AM) 10:30 AM)
H: 1; 7.19. H: 1;7. 19.
14 [Fz omeme to ittegoran, omeme. [Fz Say, ‘Ey,e eye.’ REG
15 III: ((squeals and laughs. B and S [Hz ((squeals and laughs. B and S
talking in background. )) talking in background. ))
16 F: hikaru chan, 'Fz Hikaru, (‘chan’ is a term of INTER
endearment)
17 : ((laughs.)) Hz ((laughs.))
8 [F: ((scolds other children.» : ((scolds other children.» REG
19 [Hz ((laughs.)) [11: ((laughs.))
20 [Fz omeme wa? [F: What about (saying) ‘Eye?’ HEUR/
REG
21 [Hz [A, A, A] 111: [A, A, A] Inter
22 [F: otosan no, (.) kore wa? F: (Is this/it) Father’s? What HEUR
about this (one)?
23 [“2 [A, ba], [A, A. A] ((squeals.» [Hz [A, ba], [A, A, A] ((squeals.» Inter
24 : ((says something in : ((says something in
ackground to F .)) ackground to F .))
25 IF: ma, rokuon chu no desu. [Em we’ re in the middle of INFORM
recording.
26 [Hz [A, A, A, A] [bA, ga, ha,] (.) :[A, A, A, A] [bA, ga, ba,] (.) Inter
[wa,] ((continues babbling this [w a,w] ((continues babbling this
[sound many times.)) ound many times. ))
7 : ((talking in Japanese in [Sz((talking 1n Japanese in
ackground.)) [Eamckground ))
28 [Hz ((high-pitched squeal)) [i] [l-I: ((high-pitched squeal)) [i] Pers
29 : hikaru chan omeme. ((F then zHikaru, (say) ‘Eye’ ((F then REG
colds B for something)) colds B for something. ))
30 [Hz ((cries.)) [H:((cries.))
31 & F: ((talking together and & F: ((talking together and INTER/
en they both say,)) ikemasen. en they both say,)) Bad! REG
32 [Hz ((squeals.» [Hz ((squeals. ))
33 z soto demasho hikaru. :’Let s go outside, Hikaru. INTER/
REG
34 [Hz [ba]? [Hz [ba]? Heur/Reg
35 [Fz b.a [Fz B.a INTER
36 :[ba]? ((getting ready to go z[ba]? ((getting ready to go Heur/Reg
utside. )) (.) utside )) ( )
37 [Fz dochi no kutsu? [Fz Which shoes? HEUR

 

114

 

 

 

 

 

 

 

 

38 [1-1: [1, i, 1,]? ((they go outside.)) : [i, 1, i,]?((they go outside.)) Reg
39 : soto ni demasho. hikaru, oide, z Let’s go outside. Hikaru INTER/
ochi. come. This way. REG
40 z ((humming to himself,)) [ba]? H: ((humming to himself,))[ba]? Inter
(spoken very loudly.)) ((spoken very loudly.)) .
41 [Fz baibai wa? F: (Can you say) Bye-bye? HEUR/
REG
42 : ((humming to himself again, z ((humming to himself again,
hen he utters high-pitched then he utters high-pitched
queals.)) squeals.»
43 & F z ((talking in & F: ((talking in
ackground.)) ackground.))

 

 

44 [Hz ((begins fussing.))

[Hz ((begins fussing.))

 

 

115

 

 

9:00 PM) 9:00 PM)

i (3" Data set, 6/13/98, ’ (3firbata set, 6/13/98,
H: l;7.23. H: l;7. 23.

(3?‘1 Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

45 [F2 hikaru, chita to itte (.) moikai. Elem Hikaru, say ‘cfheetah Once REG
46 W: chita wa doko ni iru. [M: Where rs the cheetah? HEUR
47 F485 F: ((simultaneously,)) chita [M & F: Say ‘.cheetah ’ REG
o ittegoran.
48 [H: [ba]. [Hz [ba]. Inter
49 [M: chita to itte, [le2 Say, ‘cheetah.’ REG
50 [13; [lfita] ((said many times in [11' 1ta] ((said many times in
ckground. )) ack.ground ))
51[1~Iz[ita,tata,tata,tata,] [H:[ita,tata,tata,tata,] Inter
52 [M: iyaiya to ittegoran. [M: Say,‘ iyaiya.’ (‘ no, no. ’) REG
53 3:[H majejajai H: Uaiejaje] Inter
4 : ((squealing in background S: ((squealing in background
bout a broken watch.)) [about a broken watch.))
55 [M: daijobu da. [M: It’s ok. INTER
56 [H: ((squeals.)) [Hz ((squeals.))
57JM: iyaiya to ittegoran. [le Say, ‘iyaiya.’ REG
8 [Hz ((squeals and fusses.)) [Hz ((squeals and fusses.))
59 [8: ((talking in background.)) [B2 ((talking in background.))
60 [Fz hikaru chan. [F2 Hikaru. INTER
61 [M: chita. [M: Cheetah. REG
2 [Hz ((long pause, then he laughs.))[Hz ((long pause, then he laughs.))
3 2 ((begins quietly reading to H a 2 ((begins quietly reading to H a HEUR/
Eook about taking baths.)) k about taking baths.)) Did INTER
oshigoshi shita? he/it/you?) scrub (in the bath)?
64 JH: ((no response.)) [Hz ((no response.))
65 [1% hikaru chan, kore nani? [F2 Hikaru, what’s this? HEUR

 

66 [Hz ((no direct response, but he 1H: ((no direct response, but he

 

 

begins to grunt and sing.)) begins to grunt and sing.))

67 ((The remainder of this tape ((The remainder of this tape
became garbled due to a became garbled due to a
mechanical malfunction mechanical malfunction
rendering the data unusable.)) rendering the data unusable.))

 

 

 

 

116

 

 

6:15 PM)

(47" Data set, 7/7/98,
H: l ;8.17.

6:15 PM)
H: l;8. 17.

[ (4" Data set, 7/7/98,

airbata set)

 

& S: ((in background talking

68
(1 making noise))

d making noise))

E11628: ((in background talking

 

 

 

 

 

 

 

 

 

 

 

 

((to B & S)) chotto, 2.Hey Quiet d0wn, (I’m) REG
hizukanishite rokuonshiteru ecording. Hey. Quiet down.
69%;. ne, chotto shizukanishite,
70 [H2((1aughs.)) ((l.aughs ))
71 [M: (hikaru chan) iyaiya ieru [M: You can say, ‘iyaiya.’ INTER/
REG
iyaiya to itte. iyaiya to 2 Say, ‘iyaiya.’ (.) Say, ‘iyaiya.’ REG/
egoran. (. ) iyaiya to ittegoran. What about ‘bread, bread?’ HEUR
72Earl wa, pan.
73 [H: ((squeals. )) 2 ((squeals.))
74 & S. ((making noise in & S: ((making noise in
Eackground. )) Eackground. ))
75 F: hikaru chan, [FHzikaru INTER
6 [H: ((squeals, sounds upset)) (( squeals sounds upset))
77 1F: chotto, urusai. ne, ursuai, Hzey! You’ re really loud. Be REG
shizrmkanishite. ne ui.et Hey! I said please be
hizukanishite to itte desho. uiet!
(loudly.))
[F2 Hikaru, say, ‘bread.’ REG

78 [F2 pan?., to itte hikaru chan.

 

& S: ((talking fairly loudly in

79
ackground.))

& S: ((talking fairly loudly in
ackground. ))

 

 

80 [H: ((squirming.))

[H:((squinning-))

 

 

 

117

 

 

10:15 AM) 10:15 AM)

(5ai Data set, 7/16/98, 1 (5“ Data set, 7/16/98,
H2 1;8.26. H: 1:826.

(55 Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2hai hikaru chan, [rakz 1] to itte, [Fz OK, Hikaru, say, ‘lucky.’ Say, REG
l:[rak i] to itte, (. ) [rakz i] to itte.‘1UCkYa’ (-) Say, ‘IUCkW (X3)
3) [rakz 1] to itte, [rakz 1] to itte, Sayz ‘lucky~’ (X2) (9
)
82 [M: a. nameteiruyo. [M: Ah! He’s licking (the mic)! INFORM
83 F: hikaru chan, [rakzi] to itte, [Fr Hikaru, say, ‘lucky’ REG
[rak: i] wa, [rakii]. ja, iyaiya Lucky? Lucky’ Well then, REG
84thitte, iyaiya. F9“! about saying, iyaiya,
yaiya?’
85 [F2 iyaiya te (X2). [F2 Say, i‘yaiya.’ (X2) REG
86 [M: iyaiya to itte, [M: Say, ‘iyaiya. ’ REG
87 [F:a, [rakz i] to itte, [Fz Oh, say, ‘lucky.’ REG
88 [H: [d307] [Hz [(1307] Pets
89 ()[wm [d307] 1a nakute, [rakz i] to . Not ‘[d30?],’ say, ‘lucky.’ INTER/
) REG
[H:(aaughs )) [H: ((laughs.))
91717: [rakz i] to itte, : Say, ‘lucky.’ REG
92 ((short pause.)) ((short pause.))
93 ; hikaru chan, [rakzi] to itte, : Hikaru say, ‘lucky.’ Hikaru, REG
'karu chan, [rakzi] to itte lease say, ‘lucky.’ ((much
udasai, ((much background ackground noise at this point
oise at this point while M hile M changes his diaper -))
hanges his diaper.))
INFORM

94 2 a, ii nyoi ga shitekimashita. 2 Oh! There is a good smell!
(laughs.)) i.e. from his diaper) ((laughs.))

 

 

118

 

 

(6“I Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(6“ Data set, 7/18/98, (6“ Data set, 7/18/98,
7:00 PM) 7:00 PM)
[ H: 1;8.28. [ H: 1;8.28.
95 2 iyaiya to itte. [rakzi] to itte, [Fz Say, ‘iyaiya.’ Say, REG
[rakzi] to itte, (.) [rakzi] to itte. ‘lucky.’(X3)
96 [M: iyaiya wa? ’ [M: How about, ‘iyaiya?’ HEUR/
REG
97 [Fz [rakii] to itte, 1F: Say, ‘lucky.’ REG
98 z iyaiya to itte hikaru chan, M2 Say, ‘iyaiya,’ Hikaru. Hold it REG
Eli”, soko motteteyo, koko (the mic) there. Here, here. Say,
Okayama to ittegoran, ‘iyaiya.’
99 [H: [ha]. [ha]. ((hums, laughs.)) [H: [ha]. [ha]. ((hums, laughs.)) Inter
100 z ((to B and S,)) shiranaiyo. : ((to B and S,)) I don’t know. HEUR/
asuretekitanj anai? n’t you forgetting Q)? INTER
101 [Hz ((fusses.)) [H: ((fusses.))
102 B1: hikaru chan, iyaiya to itte, B4: Hikaru, say, ‘iyaiya.’ You REG/INTER/
ada? on’t want to? HEUR
103 & F2 ((ask H to say ‘lucky’ & F2 ((ask H to say ‘lucky’ REG
any times here.)) any times here.))
104 [Viz ((to F )) are ga sawaritai 2 ((to F)) He wants to touch INFORM
hat.
105 [H: ((no response.)) [Hz ((no response.))
106 ((During this time, M & F are ((During this time, M & F are
talking about the tape recorder.)) Ialking about the tape recorder.))
107 : are, nanka ima uguoitazo, 2 What? Something moved just INFORM
ow.
108JH: [a]. [H: [a]. mm,
109 [F2 hikaru chan, iyaiya wa, [F2 Hikaru, say, ‘iyaiya.’ REG
1 10 2 mawatteru kore. 'Mz It’s turning. (the tape INFORM
recorder)
111E: [8] (rising and falling 2 [8] (rising and falling Inter
' tonation) ' tonation)
112 F; [rakzi] to itte (x2) IF: Say, ‘lucky.’ (x2) REG
113 FA: mm, mawatte, mawatte, [:2 Uh huh, it’s turning, it’s INFORM
. g.
114Fz [rakzi] to itte F: Say, ‘luckyf REG
115 [H: «grunts.» [H: ((gmnts.»
116 : Where was that? Here? Oh, HEUR/
hite dame. a. on’t push that (on the recorder). REG

Fl: doko dake. koko? a, asoko
s

h

 

 

117 F1: ((grunts.))

[H: .((gruntS-D

 

 

119

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

118 [M: n, koko dake. 1M: Yes, only here. IN TER/
INFORM
119 M2 ((asks H to say ‘ah’ many 2 ((asks H to say ‘ah’ many INFORM
times.)) 0, hikaru chan ga times.)) Oh, when Hikaru speaks,
shaberuto pikapika to the sparkling lights light up!
sukundawa. ‘ 2 . '
120 [H: ((grunts a bit throughout.» [H: ((grunts a bit throughout.»
121 [M: 11?. janai. [M: Not [11] (with rising and INTER
alling intonation).
122 F4: soko oshitara, tomachaono. Ffilf you push there, it will stop. INFORM/
.) a, kesuchattakana. a to , did you stop it? Say, ‘ah.’ HEUR/REG
'ttegoran.
123 F: a, a, (.) [rakzi] to itte hikaru : Ah, ah. (.) Say, ‘lucky,’ REG
124 [M: sore oshite dame. soko wa EM: Don’t push that. That (place) REG
dame. (.) 's bad/forbidden. (.)
125 2 hikaru chan [rakzi] wa, : Hikaru, say, ‘lucky. lucky? REG
[rakzi], iyaiya (X3) to itte. ay, ‘iyaiyaf (X3) -
126 Z [n]. [HZ [II] Inter
127 2 iyaiya (X2), [M: (Say,) ‘iyaiya’ (X2). REG
128 z [e]? [H: [a]? Hem
129 2 iyaiya iya (spoken slowly) z ‘Iya, iya, iya.’ For a little INF ORM/
Fibaraku kore ni tepu ni narenai hile you have to get used to the INTER
o (.) dame dayo. pe. (.) That’s bad.
130E: [1'1]. [HZ [n]. Inter
131 [M: wakatta? wakattane. (.) [M: Do you understand? You HEUR/
tepurekoda narenai to. understand, don’t you? You must INFORM
et used to the tape recorder.
132 ((pause here.» ((pause here.»
133 2 [8]? 2 [8]? Heur
134 [M: nanka okashi? M2 Is something funny? HEUR
135 «Pause» ((1931186))
136 [M: iyaiya. z ‘Iyaiya.’ REG
137 2 ((squirming and mild quuirming and mild
ting» ting»
138 F4: mo iya? achi iku? (.) : Are you tired of this? Do you HEUR]
ant to go over there? INTER
139 [H: ((grunts» [H: ((grunts»
140 2 iiyo tsukete, (.) tsuita? moikai 2 Go ahead, turn it on. Is it on? REG/
Ezhite pachintte, h it once more. (sound effect) HEUR
141 [P2 ((to B and S,» sore wa damejll: z ((to B and S» That’s REG
ad/Don’t do that.

 

120

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

142 [M: ((to H,» iyaiya to itte (X2). [M: Say, ‘iyaiya’(X2). . REG
143 [F2 [rakzi] wa? [F2 (What about saying) ‘lucky?’ HEUR/REG
144 z ((to F)) [rakzi] wa kigen ga [M: ((to F )) (He) won’t say INFORM
'itoki janai to iuwanai kara ‘lucky’ unless he is in a good
rnuzukashiiyo. yoppodo kigen ga mood, so it’s difficult (to get him
iitoki janai to [rakzi] to iuwanai. ‘0 say: it) (He) won’t say ‘IUCkY’
unless he is in a very good mood.
145 ((pause» ((pause»
146 [H: [a2] 2 [a2] Inter
147 z ((to M» hikaru chan ga sukina 2 ((to M» Take out a book REG
on o dashiteagete. ikaru likes.
148 2 sore? wonwon iru? wonwon 2 That (one)? Is there a dog? HEUR/
'ru? misete, misetegoran, (.) ) Show me, show me. (.) REG
149 [Hz [a]. [H: [a]. Inter
150 [M: kore nani? wonwon? [M: What’s this? A dog? HEUR
151 [H: [a]? [H: [a]? Hem
152 : kore usagi. kore wa? (.) z This is a rabbit. This? (.) It INFORM]
(whispering» doshin dane, rashed, didn’t it? (He/It) is HEUR
oshin dayo, (.) yoisho yoisho to ying, ‘Oofl Oof,’ isn’t he/it? I
'tterune. nenne nenne onder if he/it is going to go to
urunokana? leep.
153 [H: [a? a7], [H: [a? a7], Inter
154 [M: kore nani? wonwon? [M: What’s this? A dog? HEUR
155 [H2 [11?] [H2 [117] Inter
156 [M: kore usagi chan. [M: This is the rabbit. INFORM
157 [1-12 [11?]. [H: [117]. Inter
158 z a, pooh chan, yoisho yoisho 2 Ah, Pooh is saying, ‘Oof! INFORM/
o ittenne. ofl’ isn’t he? HEUR
159 2 ((to the tape recorder as a 2 ((to the tape recorder as a INFORM
comment,» ma, okasan ga omment,» Well, Mother is
‘Winnie the Pooh and the Honey howing (Hikaru) the book,
Tree’ no hon o innie the Pooh and the Honey
miseteageteimasu. ree.
160 [M: datte shu-, to itteru, shu-, p1: Well, he said/it went, ‘shu, INFORM
hu.’
161 [H: [a7]? [H: [a7]? Heur
162 [M: n, koko ni bon. [M: Yes, here it went, ‘Bang!’ INTER
163 F1: [buz]. [Hz [buz]. Inter

 

 

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164 [M: bon to ne, bu- oshiri 1M: Bang! His/Its bum got stuck, INFORM/
hikakatchattane, oi to itte hora. flidn’t it? He/It said, ‘Oy!’ Look. INTER
oi-. soretomo wau- to itterukana, Or is he/it saying, ‘wow, wow,
wau-, wau. wow!’

165 [”3 IWQEII- “3 IWQE’II- Inter

166 z wau dane. bu-n to hachi 2 ‘Wow’ isn’t it? The bee says, . INTER]

‘ yo. wau-. hora myarn myam, ‘bun.’ Look, yum yum, yummy HEUR
ishi oishi,myam myam, oishi mmy, yum yum, yummy
ishi, ichi ni, yoisho, yoisho, to y, ‘ 1, 2, Let’s go. Let’s
'tterunne. a. kore nanikashiran, o,’ he’s saying, isn’t he? Ah. I
onder what this is.

167 2 ((to S» yamete sakura, z ((to S» Stop it, Sakura. REG
Khan yamete. akura, stop it.

168 B1: ((to H» yoisho, yoisho, [V12 Let’s go. (X3) INTER

oisho,

169 [H: [117]? [H: [11?]? Heur

170 F: a. oishi oishi to ittenne, 2 Ah. He’s saying, ‘Yummy INFORM

yam myam, (X3) (.) pochin-. y,’ isn’t he? ‘Yum yum’
3). (.) (splashing sound effect)

171[H: [A7]? [H: [A7]? Heur

172 2 n, koko atarna ga IM: Yes. Here his head got hurt, INFORM/
'takunatchaodane, itai itai. didn’t it? Ouch ouch. INTER

173 [H: [11?]? [11: [a7]? Hem-

174 [M: so. itai itai dane, [le Right. ‘Ouch ouch,’ isn’t it? INTER

175 [H: [d3]. [HZ [d3]. Inter

176 [M: takun? (Elder brother’s 1M: (Did you say,) ‘Takun?’ HEUR/
nickname.) INTER

177 ((M continues reading.» (( M continues reading.»

178 2 bun bun bun bun, shu-, 2 bun bun bu bu, shu, INFORM

(onomatopoeic sounds.» [‘4
179 [11: [117] [H: [117]
180 z n. iyaiya to hora komatta kao 2 Yes. Look, ‘no, no’ he’s INTER/
Fshiteru, hora, aying with a troubled face. INFORM
ook.

181 [F2 urusai, sakura, [F2 You’re being noisy, Sakura. INTER/REG

182 [H: [a7] [H: [a7] Inter

183 [M: n, barun ne, barun, iyoiyo. E1: Yes, it’s a balloon, isn’t it? INTER/

3110011. 0k, 0k. INFORM
18$: urusai, urusai, ((to B & S in E: You’re being noisy. ((to B & INTER]
ackground.)) in background.)) REG

185 [H: [n]? [at], M p1, pm [H: [n]? Ian. [pi pi pi] Inter/Pets

 

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186 [M: ((copies him,» pi pi pi- [M: pi pi pi- INTER

187 2 ((whispering something)) [H: ((whispering something))

188 2 ush ush ush ush, hokani nani 2 (sound effects for something) INTER/
...a, kore ga ii ka, hikaru chan ga ything else? Ah. This is HEUR/
suki dane, kore hanmyo to ood, right? Hikaru likes this, INFORM
ittendane, 'ght? This is called ‘hanmyo ' '

cicindela chinensis)’ right?

139 [Hi [ha] [Hi [ha] Inter

190 IM: hanmyo E42 ‘hanmyo (cicindela INFORM

hinensis).’

191 [Fz [ha] tte ((chuckles» 2 He’s saying, ‘[ha].’ INFORM

(chuckles»
192 2 ha. hikaru chan, pa-n? 2 ‘Ha.’ Hikaru, (say), ‘bread.’ REG/INTER/
ana? pa.-n? a, aomushi, 5 there any? Bread. Ah, a green INFORM
caterpillar.

193 [Hz [bapu bapu bapu] [a]?, [H: [bapu bapu bapu] [a]?, Inter/Pers

194 z nani kore, kore kemushi. 2 What’s this? It’s a caterpillar. HEUR/
emushi, kemushi. pa.-n? a doko caterpillar, a caterpillar. INF ORM/
' arukana? read? Oh, where could it be? INTER

195 [Hz [a]. ((fusses.)) [H: [a]. Inter

196 z hikaru chan pan taberu kyo 2 Hikaru, do you want to eat HEUR/

eshi no pan wa doko, sore read today? Where is the lunch INFORM
'yageha no, kiyageha no read? That’s a yellow
ouchu, a. wa? kirei dane-? utterfly. . . A yellow butterfly
arva. Ah! Wow! It’s beautiful,
'sn’t it?

197 [H: [a]? [H: [a]? Hem.

198 [M: sore wa monkicho, (.) [M: That’s a yellow butterfly. INFORM

199 [11: [a]. [H: [a]. Inter

200 F4: kore wa batta, tonosama E: This is a grasshopper, a king INFORM
atta. asshopper.

201 El: ((squirrns and moans El: ((squirrns and moans
lightly» lightly»

202 z nennesuruno? okasan ja 2 Do you want to sleep? OK HEUR/
enne, nenneshitechodai. nenne Em, please go to sleep for REG
enneshite okasan. other. Sleep, sleep, Mother.

203 [H: [a]. [H: [a]. Inter

m2 Do ‘Go to sleep, go to sleep, REG
other. Go to sleep, go to sleep.’

204 2 nenne nene okasan ni
hitenene, nene,

 

 

205 [11: ((qus))

[H: ((squirms»

 

 

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206 [M: itai itai koko, itai itai. (.) 2 Ouch! Ouch! It hurts here. INTER/
wonwon wa? doko ni ita? wow uch! Ouch! What about the . HEUR
wow, wow, wow ((barking og? Where is he/it? wow wow,
pounds.» a, kyo wonwon itane, ow, wow ((barking sounds.»

today there was a dog,
asn’t there? 2 -

207 2 ((seems to be making barking 2 ((seems to be making barking

unds» ounds»

208 2 koko ni iru? hikaru chan ni 2 Is it here? A dog said, HEUR

wonwon ga wonwonwonwon ‘bowwow bowwow’ to Hikaru
o ittetane. oday, right?

209 2 [a7] (.) ((makes an eating 2 [a7] (.) ((makes an eating Inter

und.» und.»

210 : koko itta? kore wonwon IM: Was it here? This is not a I-IEUR/
anai, kore semi no e dayo. kore tlog. This is a picture of a INFORM

butomushi no okasan. cicada This is the rhino beetle’s
mother.
211 S: a, mimizu tabeteru. S: It’s eating a worm. INFORM
212 1M2 hontoda. 2 That’s right. INTER/
INFORM
213 [H: [S]? [H: [8]? Hem
214 2 n, oishi oishi te itteta, hikaru 2 Yes, it’s saying, ‘yum yum.’ INTER!
han wonwon iyaiya dattadesho? ’ the dog (said), ‘iyaiya,’ HEUR
didn’t it?

215 z ((eating sound with rising 2 ((eating sound with rising
' tonation))? ' tonation))?

216 2 myam myam myam to 2 (He’s) eating, yum yum yum, INTER/

beterune? 'sn’t he? HEUR

217 [11: [n]? [H: [n]? Heur

218 2 kore oishi oishi to tabeterune 2 ‘This is yummy,’ he said INFORM

yam myam myam myam, hile eating, yum yum yum

21911-12 [mmmm]? [Hz [mmmm]?

220 [M: so, m m m m to tabeterune? 2 That’s right, [m m m m]. INTER

221 2 ((to M)) okasan chotto S: ((to M)) Mother, hey, is this HEUR

yo) kore? hanmyo?

222 [M: so hanmyo sore, hikaru chan 2 That’s right, it’s hanmyo. INFORM

' ?

223 [11: [a a] F: [s a] Inter

224 [M: a, are nani, [M: Ah, what’s that? HEUR

225 [H: [u a] [H: [u a] Inter

 

 

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226 2 hikaru, kiharu kyo [rakzi] wa [M: Hikaru? Did Hikaru say, HEUR/REG/
hita? ((then to S» chotto kore ‘IUCkY’ today? ((then 10 3)) Hey, INTER
hite, a torarechatta hikaru ni, give me miss ah, Hikaru t00k
me.
227 [HI ((laughs» “3 ((laughs» 'Inter
228 2 ((to H» okasan no 2 ((to H» (You) took Mother’s. 2 ‘ INTER
orarechatta
229 [H: ((laughs» [11:((1aughs)) Inter
230 2 hikaru [rakzi] (X6). hikaru F4: Hikaru, ‘lucky’ (X6). Hikaru, REG
[rakzi] iutte, ay. ‘lucky-’
231 F1z((1aughs,))(.) [dati] ((laughs 111: ((laughs,» (.) [dati] ((laughs Inter
gain.» again,»
232 [:42 a iuttete moikai to iutte 2 Ah! He said it! Say it again, REG
oikai to iutte, y it again.
233 [H: [ha ha] ((laughs» [H:[hcl hu] ((laUghS» Inter
234 [M: [rakzi], [rakzi] iutte, [M:"Lucky. say. ‘lucky’ REG
235 [:1: inai 111111 ba. [tattzi], dandan E72966 ee.k-a-boo Lucky. INTER/
2111111 yokunattekita? [rakzi] te ually his mood ls getting INFORM/
'utte, tter. Say, ‘lucky’ REG
236 [11: ((laughs.)) [H: (( (laughs)) Inter
237 [M: [rakzi] iutte, [M: Say, ‘lucky.’ REG
238 [H: [ja ha], [H2 [ja ha], Inter
239 F4: yahaja nai, [rakzi], [M: Not ‘yaha. lucky.’ INTER/REG
240 [11: ((laughs» [Hz ((laughs»
241 [V]: hikaru chan [rakzi] moikai [2: Hikaru, say, ‘lucky’ once REG
utte, [rakzi], ore ‘lucky
242 [H: ((laughs» [113. ha. 113?] [H: ((laughs» [ha, ha. 118?] Inter/Pers
243 [F2 hikaru chan [rakzi] wa 2 Won’t you say, ‘lucky,’ INTER/
ikaru? HEUR
244 [M: [rakzi]? [W Lucky. REG
245 [H: ((laughs loudly» [H: ((laughs loudly»
246 [M: [rakzi]? [M Lucky REG
247 [11: ((laughs))[l‘11((laugh5))
248 [M: [rakzi] to dekita, ja hikaru [filial-u Ok, you did ‘lucky, INTER
249 F1: [akzi] [H: [akx i] Inter
250 z iutteta iutetta moikai moikai 2You said it, you said it. Once INTER/
Fine [rakzi], (.) hikaru chan o,re once more, say, ‘lucky () REG/
mochotto maiku no soba de ikaru, could you say it a little HEUR

 

'utekureru, ((chuckles»

loser to the mic? ((chuckles»

 

 

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251 2 ((squinns» [H: ((squirms»

252 2 gomen gomen gomen hai baht/I: Sorry, sorry, sorry, Ok, Ok. INTER]
[rakzi], a mite mite, kore nani ucky. Ah, look, 100k. What’s HEUR
chita kana, chita, this? A cheetah? Cheetah?

253 S: raion S: A lion. INFORM

254 [M: chita chita.- 2 A cheetah, a cheetah. INFORM

255 S: raion da sore. 8: That’s a lion. INFORM

256 2 chita ga iru? 2 Is there a cheetah? HEUR

257 S2 raion. S: A lion. INFORM

258 2 kore nani, wonwon? : What’s this? A dog? HEUR

259 S: raion. S: A lion. INFORM

260 2 chita? 2 A cheetah? HEUR

261 S2 raion. S: A lion! INFORM

262 : [A]? 2 [A]? Heur

263 S: raion sore. S: That’s a lion. INFORM

264 [H: [A]? z [A]? Heur

265 S: sore raion dayo. 2 That’s a lion. INFORM

266 [M2 raion datte, chita janain datte, 2 It’s a lion (she said). It’s not INFORM/

firectah (she said). 3[ INTER

267 2 [a]? [11: [a]? Heur

268 [M: hikaru chan [rakzi] to moikai 1M: Hikaru, say, ‘lucky’ once REG
'utte, more.

269 [532 okasan ((mumbles S2 Mother ((mumbles

omething» something))

270 [M: ((mumbles a reply» : ((mumbles a reply»

271 [H: ((squirms» [H: ((squirms»

272 2 [rakzi] te hikaru, [rakzi] (.) 2 Say, ‘lucky’ Hikaru, ‘lucky.’ REG/

(to the tape recorder?» mo -) ((10 the tape recorder?» It INFORM
'uwanai no yo desu. ppears he won’t say anything
more).

273 [H: «squirms» [H: ((squirms»

274 E4: hikaru chan wonwon wa, [:42 Hikaru, what about the dog? HEUR/INTER/

oisho, yoisho, ja yoisho, yoisho. et’s go (X4) REG

275 2 ((squirms; sounds 2 ((squirms; sounds

comfortable or frustrated» comfortable or frustrated»

276 2 itai itai te. (.) ii ne, ii ne ii ne [M: Ouch ouch! (.) That’s great! INTER/
'i ne, dare desu. (X4) Who is it? HEUR

277 S2 ((trying to get M’s attention» S: ((trying to get M’s attention»

'Mz Peek-a-boo (X3) INTER

- (X3)

278 F4: inai inai, inai inai, inai inai
a

 

 

 

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279 : okasan (X3), ((mumbles a 2 Mother (X3), ((mumbles a REG
request» request»
280 'M: ((to S» chotto matte ((to H» 2 ((to S» Wait a minute. ((To REG/
inai inai inai inai inai ba- )) Peek-a-boo. INTER
281 S: inai inai ba? . S: ((joins in» Peek-a-boo. INTER
282 2 kore nani? chita (.) inai' inai 2 What’s this? A cheetah. ‘ ' HEUR!
inai inai inai ba-. eek-a-boo. INFORM/
INTER
283 2 ((1aughs)) [H: ((1aughs))
284 F4: inai inai inai inai inai inai... [M: Peek-a-boo. INTER
a.
285 [H: [baz]. ((1aughs)) [Hz [baz]. ((1aughs)) Inter
286 [M: inai inai inai inai inai inai, lM: Peek-a-... INTER
287 S: itai koko. S: This hurts. INFORM
28W: nande, 2 Why? HEUR
289 [11: ((1aughs)) [11: ((1aughs))
290 [le2 ba-. [M: ...boo! INTER
291 [F2 hikaru chan [rakzi] wa naino? [Fz Hikaru, won’t you say, HEUR]
‘lucky?’ REG
292 2 [rakii] mo sankai gurai iuta : He’s said ‘lucky’ about three INFORM/
edo yoku kikoenai. ba., ba— imes already, but they were hard REG
° aru chan, ba- teitteyo. ghear- Ba, ba, Hikaru, say,
. a.’
293 [11: ((1aughs)) [11: ((1aughs))
294 2 ((complaining about 2 ((complaining about
Fomething» Eomething»
295[IVIz ita ita- [M: It was there, it was there. INFORM
296 [H: ((laughs» [11] [11] [H: ((laughs» [U] [11] Pers
297 2 itai itai itai, (.) hikaru chan 2 Ouch, ouch, ouch. (.) Will INTER/HEUR/
o iku? hikaru chan mo iku? ja, ikaru go, too? (X2) Well, since INFORM
Em, otosan ikundatte, Ether is going outside...
298 [F: m, ittokoyo. [F2 Uh huh, let’s go. REG
299[H: [n]. [H: [n]. Inter
300 [F2 ja owarinishirnasu. [:2 Well, we will end (the INFORM
ecording) for now.

 

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(7" Data set, 7/22/98, (7‘12 Data set, 7/22/98, (7“ Data set)
10:30 PM) 10:30 PM)
H2 1;9.02. H: 1;9.02.

301 ((There is a lot of noise from ((There is a lot of noise from
all three children» _ all three children»

302 2 chotto takun shizukanishite. 2 Takun, please be quiet! REG

303 [B2 ((asking F for something)) [B2 ((asking F for something))

30411:: ((to B» chotto shizukanishite [F2 ((to B» Hey, be quiet! REG

305 [H: [jaz] [H: fiaz] Pets

306 JM: ((to H» moikai itte, iya- 1M: ((to H» Once more say, REG

‘iya-.’

307 In; [ja; 1 [H: Liar] Inter

308 [M: iya— [M: (Say), ‘iya-,’ REG

309 2 [ja}; jag] ((many other 2 [jay jg] ((many other Inter

queals» (1082115))

310 2 ((continues trying to get F’s 2 ((continues trying to get F’s REG

ttention» ttention»

311 2 ((scolds B for interrupting 2 ((scolds B for interrupting REG

'ght now» 'ght now»
312 2 hikaru chan itate, ita 2 Hikaru, say, ‘(he) was there, REG
e) was there.’

313 [F2 ((to B» chotto dame datte, IF: Hey, don’t do that. That’s bad. REG
dame na mon, ma Well, (we’re) recording. Bad/No!
iokuonshiterun, dame. ((lots of ((lots of noise here»
noise here»

314 2 hikaru chan, takun to itte, 2 Hikaru, say, ‘Takun, Takun, REG

un takun, ((thumping on a akun.’ ((thumping on a table is

ble is heard» card»
315 2 ((to H» a, yamenasai, takun 2 Ah! Stop that. Say, ‘Takun, REG
0 iutte, takun, a, ai to iutte, akun.’ Ah, say, ‘ai, Takun.’

un,
316 IF: hikaru ((shouted» IF: Hikaru! ((shouted» REG
317 2 hikaru, ikenaiyo? 2 Hikaru, that’s not nice. IN FORM/

INTER

318 [H: ((begins crying» 1H2 ((begins crying»

INTER/
hikaru chan, okorarechatta, at’s not nice. (aside) He was INFORM

319 M: a, o, kore ja, demo ikenai Ex: Ah, oh, well then, but Hikaru,
colded.

 

 

 

320 2 ((cries» [H2 ((cries»

 

 

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32] 1M: hikaru chan, iya to itte, chiru 2 Hikaru, say, ‘iya’ ((mouse REG/
chiru chiru chiru, a nezumi ga ound effects» Ah, the mouse ' INFORM
chiru chiru chiru chiru. ne kore ys ((more mouse sound
ijo torenaiyo. ffects. )) (We) can't get any

ore than this (i. e. record any
ore).

322 H: ((cries even harder as M tries 2((cries even harder as M tries
to get his mind off this scolding» 0 get his mind off this scolding»

323 2 ((to M» chotto tatte dako fl: 2 ((to M» Hey, stand up and REG

hiteagetene, ug/pick him up.

324 1112 ((cries» 1H: ((cries»

325 ((short pause here while M ((short pause here while M
tries to calm him down to no tries to calm him down to no
avail.» avail.»

326 IP42 jusu, jusu, jusu ienaino, 'M: Juice, juice, won’t you say, INTER/

‘juice?’ HEUR

327 S2 okasan hayaku kore yonde, S2 Mother, hurry up and read this REG

(for me)

328 IF: hikaru chan, hai to itte. hai, 2 Hikaru, say, ‘Yes. Yes.’ REG

329 lM: ma, so iu kibun janai te. EA: Well, he is not in that mood INFORM

ow.

330 [F2 hikaru chan, IF: Hikaru. REG

331 2 mo, otosan no baka yaro N2 Oh Father, what a fool you INFORM

tte. mo yamen. . .mo iya datte, have been! Stop... He has had
enough.

332 [F 2 hikaru chan, F2 Hikaru. REG

333 M: kibun dainashidatte. 2 His mood has been ruined. INFORM

334 ((short pause here.» ((short pause here.»

335 2 takun doko ni iru, hikaru, 2 Where is Takun? Hikaru, HEUR

un doko ni iru, takun wa? here is Takun? Where’s

336 [F2 hikaru chan, hai to itte, [ankun Hikzru, say, ‘Yes’ REG

337 2 iya da. mo dameda. [:2 That’s disgusting. lt’ s INFORM
[M eless.

338111: [n] !”= [n] Inter

339 IM: n, ohana. a kore nani 1M; Yes, a flower. Ah, what’s INTER/

this? HEUR

340 finishita ‘dorestapu’ shinai to [82 Tomorrow, I have to get INFORM

e dayo. dressed up.

34111:: 11, [F2 Uh huh.

342 M: kore wa...a, kore nani pipi M2 What about this? Ah, what’s HEUR/
pipi da. pipi pipi, this? It’s pipi pipi. Pipi pipi. INFORM

 

 

 

 

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343 2 [97 ha a2] ((the last sound has
'sing and falling intonation.»

' sing and falling intonation.»

2 [97 ha a:] ((the last sound has

 

 

E
[H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

344 [M2 iya desho. It’s ‘iya’, right? INTER/HEUR
345 H: [ejaja] [eja ja] Inter
346 2 ((repeats,» iyaiya wa, E: ((repeats, )) What about .HEUR/

- yaiya?’ REG
347 2 [eja]? [H:[eja]? lnter/Heur
348 M2 ya, takun wa? takun, takun to Yza. What about ‘Takun? HEUR/REG/

Eu desho? akun,’ you can say, ‘Takun,’ INTER
3.113011?

349 [H: [A]? [H:[/1]? Hem

350 [M: n. [M: Uh huh. INTER

351?: [a]? 11743]? Heur

352 [M2 mushi, mushi, [M: It’s an insect, an insect. INFORM

353 E: ja, kyokai no shiroi fuku 2 Well, tomorrow I’ll wear my INFORM
'teiku ashita hite church clothes.

354 [M2 nani, [M ((to B)) What? HEUR

355 [H: ((squirming» [H: ((squirming»

356 [B2 datte so in fuku kiteru ipai yo B2 But there are many who wear INFORM

at sort of clothes.

357 [H: [a]?., [H:[e]?.,1mer/Hem

358 [M2 so? [M: Is that right? HEUR

359 [B2 hitori. [13: One person INFORM

360 [M: a, a. [M:Ah

361 [H: [a]. [a]? [H. [a] [:11]? Inter

362 [M: wau. [M: Wow. INTER

363 [H: [wa] IH: [wa] Inter

364 [M: wau. [M2 Wow. INTER

365 [H: [a ewa wa wa] ((laughs.)) [H: [a ewa wa wa] ((1aughs)) Inter

366 [M2 wau. wau. [M: WOW, wow. INTER

367 [H: ((1aughs)) lH=( ((1aughs))

368 [M: kibun naottekita. [M: His mood has improved. INFORM

369 [112((laugh5)) TH: ((1aughs))

370 2 so? takun doko ni iru? hikaru 2 Is that right? Where’s Takun? HEUR/
han, takun to itte, takun. takun ikaru, say, ‘Takun, Takun.’ REG
oko, ere’s Takun?

371 [H: [ja; jag] [H: [1%] Pers

372 [M: a iyaiya nandesho. [M: Ah, it’s ‘iyaiya,’ is it? HEUR/INTER

 

130

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

373 E: [hajal jar jaja] [ja] (.) Lia] [4: than; 1e; jaja] [ia] (.1 Ba] Inter
(many repetitions of this (many repetitions of this
ound» ound»
374 [M: chita. [M: Cheetah. INFORM
375 [H: [ita?] [H: [ita?] Inter ~
376 2 chita. a, ita to ittetane. kyo N: Cheetah. Ah, you said, ‘ita,’ INTER/ .
e, takun ita to ittetane. takun didn’t you? Today, you said, HEUR
'ta? doko ni ita? takun doko ni ‘Takun is there,’ didn’t you? Is
'ta? are? achi ni itaka? kochi wa? Takun here? Where is he? Where
e? inai ne, doko? is Takun? Oh? Was he there?
e’s not here, is he? Where?
377 S: koko ni iruyo, 2 He’s here. INFORM
378 2 ((whispered» ita ita ita ne, 2 ((whispered» He’s there INTER/
ita, ((louder» takun doko ni ita? 4). ((louder» Where was HEUR
akun?
379 [F 2 are sakura chan. [Fz That was Sakura. INFORM
380 [H: ((squirms» [H:( ((squirms»
381 [B2 achi. [Bz Over there. INFORM
382?: a, ita. mite, mite, ita, [fire Ah, he’ s there. See, see. He’s INFORM
383 [H3 [ha] [H [ha] Inter
384 : ita, takun doko ni ita, a, koko He’s here. Where did Takun INTEIU
i ita ne? ((to F)) kyo ita to 0? Ah, he 1s here, isn t he? ((to HEUR
'ttetayo. E) Today (Hikaru) said, ‘ita,’
dn’ t you?
385 [M2 sore zubon ne [M: Those are pants, aren’t they? INTER/HEUR
386 [B2 ne, [B2 Hey, REG
387 [M: sore dare no, [M: Whose are they? HEUR
388E: ‘doresutapu’ wa ashita [Bz Tomorrow, I have to get INFORM
hinakyadamenandayo, chotto dressed up, just a little.
389 . 2((laughs.)) [H: ((1aughs))
390 [:12 a to itte, hikaru chan, a, kore 2 Say ‘ah,’ Hikaru. ‘Ah,’ say REG
a to ittete a ‘ah,’ to this (recorder), ‘ah.’
391 [H: ((whines.» [1-l:((whines))
392 [M: hai to itte, hai to itte, [M: Say, ‘Yes.’ (x2) REG
393 [F2 sonnani chikazu(ku) [F2 Not so close (to the mic). REG
394 N2 pachin. EA: Pachin (sound effect of INTER
omething shutting off.)
395 [H: ((laughs,» [a7], [H: ((laughs,» [a7], Inter
396 [M: a to ittegoran, [M: Say, ‘Ah.’ REG
397 [H: [ba?] [H2 [ne?] Inter

 

131

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

398 E42 osanai. sore oshite dame. [M: Don’t push that. Don’t push REG
shite dame. it. Don’t push it.

399 [H: [a] H: [a]. Inter

400 EA: a hora hikaru chan, a to iute [M: Ah, look Hikaru, if you say . INTER/
ora kore ugokunno. hi- ka- ru- ‘ah’ this (recorder lights) moves. INF ORM/
.) a to ittegoran (X3) i-ka-ru..Say, ‘Ah.’ (X3) ‘ ‘ ' REG.

401 : [a]. H: [a]. Inter

402 ((brief pause.)) ((brief pause.))

403 2 wonwon to itte, hora hora [M: Say, ‘bow wow.’ Look, look. REG/INTER

404 ((break in recording» ((break in recording»

405 2 wonwon to iutte, 2 Say, ‘bow wow.’ REG

406 2 takun, takun wa, takun to itte M: Takun. What about ‘Takun?’ HEUR/REG/

), takun ierudesho, Say, ‘Takun.’ (X2) You can say, INTER
‘Takun.’

407 [H: [a7], [H: [a7], Inter

408 [M: a, hora, pa to ittegoran. [M: Ah, look. Say, ‘Pa.’ REG

409 [H: ((laughs.)) [H:((laughs. ))

410 [M2 pochin, pochin K12 Pachin (X2) (onomatopoeic INTER

0rd)

411 : ((1aughs)) [112((laughs))

412 [M: pochin to iutte, [M2 Say, ‘pachin.’ REG

413 [H: ((1aughs)) [H: ((laughs. ))

414 2 ((to B» takun mo yamete? ne (to B) Takun, stop it. Hey, REG
kasan yamete te ittandayo, ne, Ember just told you to stop it.

o shimattekinasai, S put it away.

415 : «hunts» [H ((1aughs))

416 ((brief pause here.» ((brief pause here.»

417 2 [ha a] ((very close to mic» 1112 [ha a] ((very close to mic» Inter

418JM: a, ima rnita, hora mite [M: Ah, now, did you see? Look! HEUR/REG

419 [IT [a a] ((1aughs)) [H: [a a] ((1aughs))

420 [M: wonwon to itte, wonwon to [M: Say, ‘bow wow.’ (X2) REG
tte,

421 [HI [W319 W932]: [HI [W29 WEE], Inter

422 [M & F: jozu jozu. 1M & F: Skillquery good! INTER

423 ((M & F clap their hands.» ((M & F clap their hands.»

424 [M: ja, kondo ne, takun to itte, [M2 Well, next, say, ‘Takun.’ REG

425 [H: [a wa] ((laughs.)) [H: [a wa] Inter

426 [M2 takun, hai, takun. JM: Takun. Yes, Takun. INTER

427 [H: [awa] ((laughs.)) [H: [awa] Inter

428 [M2 chigau. kondo ta- kun- E4: No. Next, ‘Ta- kun-.’ INTER/
(spoken slowly and clearly». (spoken slowly and clearly». REG

 

132

 

 

429 [H: [a wa], ((spoken more slowly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 [a wa], ((spoken more slowly Inter
than the previous utterance.» than the previous utterance.»
430 [M: takun, n, kon kon, takun 2 Takun, uh huh, knock knock. INTER/
asoko ita. ita to itte, ita. akun is over there. Say’ ‘ita INF ORM/
_ he’s there),’ ‘ita.’ REG
431 [H: ((laughs,» [a]. [H: ((laughs» [ta]. . Inter
432 [M & F 2 so da. so da. 11V1 & F: That’s right! That’s INTER
Eight!
433 ((M & F laugh loudly.)) ((M & F laugh loudly.))
434 [H: ((squeals with laughter.» H: ((squeals with laughter.»
435 ((lots of noise with M and F ((lots of noise with M and F
trying to get H to say ‘ita’ and trying to get H to say ‘ita’ and
‘lucky.’» ‘Iucky.’))
436 : [rakzi], hikaru chan kondo [M: Lucky. Hikam, next 820’ INTER/
[rakzi] to itte, iya iuwanaino, ‘IUCkW NO? You won’t say it? I REG
oka. dame ka, ja kashite, okasan ee. You won’t. Well then, give
ite iuyo, ((to 3)) takun. 't (the mic) to me. Watch
(mumbles)) ((to H» [Iakli], a, other. I’ll say it. ((TO B»
[rakxi] na kimochi janai? [rakzi]. ““2 ((mumbles)),((‘° H»
ai hikaru chan mo. ja okasan fiucky; 1:1” you don t has, e the
'tchao zembu [rakzi] [rakzi] Yucky. eelmg,15 that 1t. Lucky.
, , , . es, HIkaru, too. Well then,
[rakzl], hai hikaru chan Itte other will say everything:
may (X3), Ok Hikaru, say it.
437 [H: [way way]. [H: [watt way], Pers
438 [M: ((laughs,» [rakii] wa? z((laughsJ) What about INTER/
‘lucky?’ REG/HEUR
439 [H: [way way]. [H: [way way], Pers
440 2 chigau. wonwon janakute, 2 No. Not ‘bow wow,’ say, INTER/
[rakii] to itte, [rakii]. ‘lucky. Lucky.’ REG
441 [H: [awa wa wa], ((laughs.)) [H: [awa wa wa], ((1aughs)) Inter
442 2 ja, inai ina ba- to itte. 2 Well then, say, ‘peek-a-boo!’ REG
443 S2 ba- to itte hikaru chan 2 Say, ‘Ba!’ Hikaru. REG
444 [H: [wawa] [H: [wawa] Pers
445 [M2 chigau, [rakzi]. [rakii]. a, IM2 That’s wrong. Lucky, lucky. INTER/
[rakzi] ierukana? Ah, I wonder if you can say, REG
‘lucky.’
446 2 iyaiya to ittegoran? 52 Say, ‘iyaiya.’ REG
447 2 hora pika pika (X2) 2 Look, pikapika pikapika. INTER/
sparkling lights) INFORM
448 IF: [rakzi] to itte, [rakzi], [F2 Say, ‘lucky.’ Lucky. REG

 

133

 

 

 

 

 

 

 

 

 

 

449 E1: pika pika, pika pika (.) hikaru[M: Pikapika pikapika. Hikaru. INTER
han
450 E12 [awa] ((1aughs)) [awa awa] 2 [awa] ((1aughs)) [awa awa] Pers
X15) X15)
451 [371; hikaru chan, [rakzi] wa? . . M2Hikaru, what about ‘lucky?’ lNTER/REG/
' ' . ' ’ HEUR '
452 3 (WE? W191) [Hi ([WQL’ W191) Pers
453 ((This section of the tape ((This section of the tape
pecomes very noisy: H is becomes very noisy: H is
peaking into the mic very peaking into the mic very
oudly, and B & S are disturbing oudly, and B & S are disturbing
& F who are trying to record & F who are trying to record
and placate B & S.» and placate B & S.))

 

134

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(8‘12 Data set, 7/29/98, (8" Data set, 7/29/98, (8‘12 Data set)
12:00 PM) 12:00 PM)
H2 1;9.09. H: 129.09.
454 [M: hikaru chan, yatta to itte , [M: Hikaru, say, ‘hooray!’ REG
455 [F2 gokigen wa ii mitaidesu. E: It appears that his mood lS INFORM
ood.
456 [M: yatta wa, iutte, [M: What about ‘hooray?’ Say it. HEUR/REG
457 [F: yatta to itte, [F2 Say, ‘hooray.’ REG
458 [iii [pepes pepel [H [pepea Repeal Pers
459 [M: pipi ne [M2 ‘pipi’, isn’t it? HEUR/INTER
460 [H: [put] [PUI- [H: [Put ] [phi] Inter
461 [F2 koe dashite, yattatte, [F2 Speak up. Say, ‘.’hooray REG
462 [H: ((laughs.)) [H: ((1aughs))
463 [F: yatta to itte. [F2 Say, hooray.’ REG
464 ((pause here; lots of ((pause here; lots of
background noise.)) background noise.))
465 [Hi ((laughs,» [ba, ba?] [H ((laughs,» [ba, ba,] Pers
466 2 doshitan? meme? gitWhat’s wrong? (Is it your) HEUR/
[M ye? INTER
467 [4: [meme] ((squeals and makes E2 [meme] ((squeals and makes Inter
‘brrr’ noise with lips many rrr’ noise with lips many
imes.))1.mes ))
468 [F2 yatta. [F2 Hooray! REG/INTER
469 ((M & F talking in the ((M & F talking in the
background for some time here.» ackground for some time here.»
470 2 ((playing and shouting,» [pipiEl (2(playing and shouting,» [pipi Pers
ipi pi], [pipi pipi,] Eil'pi pi] [pipi pipi 1
471 : ((to F)) chotto, nitattekitara E1: ((to F)) Hey, when it starts REG/
owabi ni shitene ((to H» tori no iling, lower the heat. ((to H» HEUR
oto pipi ittendane. pippi pippi, You say) pipi for bird, don’t
ou? Pippi, pippi.
472 2 ((goes outside and tells F she ((goes outside and tells F she
F: going to the garden.» Egoing to the garden. ))
473 [F2 hikaru chan itchadameyo. Hikaru, you can’t go. REG
479-12 ((starts to cry» ((starts to cry»
REG

° ekite,

 

 

[F
[W
475 [:2 ((to H» iyo iyo ittekite, [F2 ((to H» Ok, ok. Go, go.
tt
1”

476 [H: ((cries» ((cries»

 

 

135

 

 

 

 

 

 

 

 

477 2 a, okasan ga hatake ni 2 Ah, because Mother went out INFORM
'tteshimattanode, kyu ni fukigen o the garden, (Hikaru’s) mood '
a imashita, u wa wa wa, hai uickly worsened. Ooh, wa wa
'tteirashai, ((door slams» a wa. Ok. Come back soon.
hikusho, itchatta. (door slams» Nuts! She went.
478 2 ((cries» 2 ((cries»
479 F2 nakanaide, nakanaide, 2 Don’t cry, don’t cry. REG
480 2 ((crying dies down quickly 2 ((crying dies down quickly
ut starts up again shortly» ut starts up again shortly»

 

 

136

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(9“ Data set, 7730/98, [ (9t1i Data set, 7/30/98, (9“ Data set)
6200 PM) 6:00 PM)
H2 129.10. H: 129.10.
481 [B2 kyampu, [B2 Camp.
482 [:z hikaru chan, takun to itte [17: Hikaru, say, ‘Takun,’ Hikaru. REG
. ikaru chan.
483 [H: [a7]. [H: [a7]. Inter
484 S: kyampu to itte, kyampu 6: Say, ‘camp, camp.’ REG
485 2 achan, shizukanishite, takun 2 Achan, be quiet. Takun, be REG
hizukani, uiet.
486 [H: [apu]. [H: [apu]. km,
487 [M: apu, [M: Up. REG/INTER
488 [H: [a7 11!]. [a7] [a7] [H: [a7 u:]. [a?] [a7] Inter
489 ((very noisy» ((very noisy»
490 2 ((in background» [rak2i]? (.) 2 ((in background» ‘Lucky?’ HEUR/
hikaru chan, [rakzi] wa? [rakii]. .) Hikaru, what about ‘lucky? INTER/REG
k.) ucky?’
491 2 ((making high-pitched El: ((making high-pitched
oises» oises»
492 [M2 hikaru chan, yatta wa? yatta. zHikaru, what about ‘hooray?’ HEUR]
‘Hooray. INTER/REG
493 [H: [apu]. [H: [apu]. Pers
494 ((brief pause here.» ((brief pause here.»
495 2 takun, [M: Takun. INTER
496 [H: [o]?. [H: [o]?. Pers
497 [M: sonna koto shinai, takun, [M: Don’t do that, Takun. REG/INTER
498 : [pa7pu2] [pipi] ((laughs,» 2 [pa7puz] [pipi] ((laughs,» Pers
[Pipi Pipi] [Pipi Pipi] 0 [11]? [t1]? [Pipi Pipi] [Pipi pipi] O [t1]? [U]?
[u]? ((loud bang in background,» [11]? ((loud bang in back-
[wa] ((laughs,» ((background ound,» [wa] ((laughs,»
oise increases here. M & B (background noise increases
ving a loud discussion.» ere. M & B having a loud
iscussion.»
499 2 ((to H» suwatenasai oisu ni, $712 ((to H» Sit in your chair, or REG/
ddo de yoko ni nattemoishi, on can also lie on your bed. INTER
500 E12 [u u u u u u u] ((spoken as he E12 [u u u u u u u] ((spoken as he Pers
'5 running to his chair» 3 running to his chair»
(laugh-t» (laughSD
501 2 ((speaking to B and S in E4: ((speaking to B and S in
ckground about supper» ckground about supper»

 

137

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

502 2 chotto shizukanishite takun, 2 Hey, be quiet Takun. ((to H» REG
(to H)) soko wa dame, hikaru at place is bad, Hikaru, that
han, asoko wa dame. lace is bad.
503 2 ((squirms then» ‘brrr’ 2 ((squirms then» ‘brrr’
(rasrtbem/J) (raspberry.))
504 2 ((mentions that H is climbing 2 ((mentions that H is climbing
'nto his highchair.» 'nto his highchair.»
505 2 ((questioning M about 2 ((questioning M about
omething that he is not happy omething that he is not happy
bout» bout»
506 [F: chotto shizukanishiteyo? [F 2 Hey, please be quiet! REG
507 :[bi bju] [way] [way way] (.) 1H: [bi bju] [way] [way way] (.) Pers
[api bebe] [u u u] [bi bi] [u u] [api bebe] [u u u] [bi bi] [u u]
[weieieieleij [u u u] «high- [wataetaau Iu u t1]((high-
itched squeals,» [a7] [wa] pitched squeals,» [a7] [wa]
(more high-pitched squeals» ( (more high-pitched squeals»
508 , F, & B2 ((talking in M, F, & B2 ((talking in
ackground. F pours some background. F pours some
'uice» 'uice»
509 I [1387] [api] (-) [pipi P111] [Pitt] I [P37] [api] (-) [Pipi Pitt] [Pitt] pers
(screams)) (screams))
510 [M2 doshitano. N2 What’s wrong? HEUR
511 [B2 ((screams, too» B2 ((screams, too»
512 [F2 takun, shizukanishite, [F 2 Takun, be quiet. REG
513 ((brief pause here» ((brief pause here»
514 2 ((playing and singing to [H: ((playing and singing to
himself» imself»
515 [F 2 hikaru chan, [rakzi] to itte [Ft Hikaru, say, ‘lucky.’ REG
516 [H: ((humming and singing to [H: ((humming and singing to
himself.» himself.»
517 [H: [abu], I [abu], Pers
518 [3: dame hikaru ((shouted)) : That’s bad, Hikaru! REG,
(shouted)) INTER
519 2 ne chotto oki koe dasenaide, [F 2 Hey, don’t shout so loudly. REG
520 H: ((cries» [H: ((cries»
521 2 nakun no yamena, hai hai hai 2 Stop crying, Yes, yes, yes, REG/
ai es. INTER
522 [H: ((continues crying» [H: ((continues crying»
523 [F: okorunayo. [F2 Don’t get/be angry. REG

 

524 [H: ((continues crying» ((continues crying»

 

 

138

 

 

 

her. Scolding B for making H ther. Scolding B for making H

525 E4, F, & B: ((talking to each E4, F, & B: ((talking to each
I
ry-)) ry-))

 

139

 

 

 

 

 

 

 

 

 

 

 

 

  
  

 

 

 

 

 

 

 

 

 

 

 

 

(10“ Data set, 8/2/98, (1?” Data set, 8/2/98, at?” Data set)
5220 PM) 5:20 PM)
H2 1;9.13. H: 1;9.13.
526 1F: hikaru, (.) achi ikoka? P: Hikaru, shall we go over INTER/
there? REG/HEUR
527 H: [wa wa wa wa] ((while 111: [wa wa wa wa] ((while ' Pets
running» [e e e e e] ((while running» [e e e e e] ((while
running» ((laughs.)) running» ((laughS-))
528 ((pause here.» ((pause here.»
529 2 ((to another child playing 2 ((to another child playing
earby,» thank you. thank you. earby,» Thank you. Thank you.
530 2 hikaru nanka shabete, iina, (.) 2 Hikaru say something. That’s REG
'karu chan, kashite, dozote. 'ce. Hikaru, give it to me. Say,
‘please.’
531 [H: [he] [H: [be] Inter
532 IF: hikaru chan, shabete nanka. 2 Hikaru, say something. REG
hikaru, achi iko. oide, (.) hikaru ikaru, let’s go over there.
chan sore otomodachi no naka ome. Hikaru, that’s your
dameyo, 'end’s, don’t do that.
533 2 ((1aughs)) [a a a] [we we] [H: ((laughs» [a a a] [we we] Pers
[way way wa] ((while running.» [way way wa] ((while running.»
534 [F2 achi? [F 2 That way? HEUR
535 2 ((talking to S in background. F2 ((talking to S in background.
omments that H is now playing Comments that H is now playing
ith a bucket and some toys in with a bucket and some toys in
e dirt.» the dirt.»
536 IF: hikaru chan, omoshiroi? IF: Hikaru, is it fun? Hikaru did HEUR
hikaru chan, dekita? you make/finish it?
537 ((pause.» ((pause.»
538 2 [hag] ((very breathy [h] at the [H2 [hag] (Possibly ‘Yes.’) Inter
ginning.»
539 If: a, jozu jozu, [at] to itte ima : Oh, very good! You said, INTER
he, hai, hikaru chan. ‘[a}]’, didn’t you? Yes, Hikaru.
540 ((short pause.)) ((short pause.))
541 2 [a a] U], U], (X3) ((loudness 2 [a a] [I], [j], (X3) ((loudness Pers

'ncreases and decreases.»

'ncreases and decreases.»

 

 

542 ((at this point, M arrives, and
he talks with a neighbor in
nglish for several minutes
hile H plays.»

((at this point, M arrives, and
he talks with a neighbor in
nglish for several minutes
hile H plays.»

 

 

140

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  

 

 

 

 

 

 

 

 

 

 

 

 

543 E‘ hai, kondo shinbun o E: OK, now (he) is looking at a INFORM
itteimasu, ((a discussion ewspaper. ((a discussion
ontinues in background.» ontinues in background. »
544 [F 2 dame, dame, dame, IF: No, no, no! REG
545 [F2 hai hikaru. oishi? 2 [13: Ok, hikaru. Is it delicious? HEUR
546 [H: ((whispering», [fapa] [H2 ((whispering», [fapa] Pers
547 [F2 papa ittano? [Fz Did you say, ‘papa?’ HEUR
548 [H: ((squirms» [mam mam mam 2 ((squirms» [mam mam mam Pers
mamuwafafa; jafafag] amuwafafa; jafafag
549 2 hikaru chan, iyaiya to [F2 Hikaru, say, ‘iyaiya.’ Hikaru. REG
'ttegoran, hikaru chan
550]}12 [pipi pi: u] ((singing.» [H: [pipi pi: u] ((singing.» Pers
551 IF: hikaru chan, iyaiya to itte, IF: Hikaru, say, ‘iyaiya.’ REG
552 : [hails [£97] [ha] ((laughs» [H: [1131}, [2197] [ha] ((laughS-)) Pers
553 F2 hai, osenbei o E: OK, he has begun to eat a rice INFORM
tabehajimemashita. racker.
554 [H: ((grunting.» [H: ((grunting.»
555 2 hai, kondo maiku o te ni 2 Next, (he) has put the mike in INFORM
otteshimaimashite, ((while H is ’5 hand. ((while H is playing
laying with the mic, F, M, and 'th the mic, F, M, and S have a
have a discussion in the iscussion in the background.))
ackground.))
556 F: ((to B» takun hayaku yaranai E2 ((to B» Takun, if you don’ t INF ORM/
o sa, mono ga sumanaindayo. urryup and do it, you won ’t get REG
done.
557 [B2 wakatteruyo--, :1 know.
558 I [n]? Eilnl? Hem
559 ((M and F talking about some ((M and F talking about some
item they purchased» litem they purchased»
560 [M: hikaru chan, ka chan, ka chan'M: Hikaru, (Mother/Hikaru)
mo ((unintelligible» (X2). ((unintelligible»
561 ((they go back inside.» (.) ((they go back inside.» (.)
562 2 hikaru chan, chotto, asoko iko.lF 2 Hikaru, hey, let’s go over REG/
oko iko, isshoni asoko iko, achi there. Let’s go over there. INTER
'ko, achi. Together let’s go over there.
iLet’s go over there, over there.
563 2 [fl ((begins whispering this H: [j] ((begins whispering this P e rs
any times.)) [fa i], [fa i], [fa i], many times.)) [fa i], [fa i], [fa i],
(whispered)) ((whispered))
564 [F2 nani itteruno hikaru chan? [F 2 What are you saying? HEUR

 

 

141

 

 

12:00 PM)

(11" Data set, 8/9/98,
H2 1;9.20.

12:00 PM)

(11“2 Data set, 8/9/98,
H: 1:51.20.

(1 lfihta set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

565 IF: hikaru chan, okasan wa? IF2 Hikaru, where’s mother? HEUR
566 £112 ((in background,» hai, hikaru Yzes (as if answering F). INTER
han, ikaru.
567 IH: [A]? IH: [A]? Heur
568 IF: sore nani? IF2 What’s that? HEUR
569 F2 kore nani? kore, banana E12 What’s this? This. Do you HEUR/
beru? ba to ittegoran, ba. ant to eat a banana? Say, ‘ba, REG
a.’
570 2 ((laughs,» [ba]. ((laughs E12 ((laughs,» [ba]. ((laughs Inter
gain.» , gain.»
571 IM: ((1aughs)) ba M2 ((1aughs)) ba INTER
572 IF: ((1aughs)) ierune, 2 ((1aughs)) You can say it, HEUR
an’t you?
573 IM: banana. IM: banana. INTER
574 [H: ((1aughs)) [ba]. ((laughs.)) [H: ((1aughs)) [ba]. ((laughs.)) Inter
575 IF: ba IF: ba lNTER
576 IM: ba ne, IM: ‘ba,’ isn’t it? HEUR
577 2 ((to B)) chotto terebi chotto Fjvmo B» Hey, let’s turn off the REG
amete ima. .
578 IE: bideo nandakedo, IB: It’s a video tape. INFORM
579 IF: rokuon owattara, E2 When the recording is over... REG
580 [B2 chotto chisakusuru kara. 2We11, I’ 11 turn the volume INFORM
581 IF: oto kesundattara iiyo. oto E: It’s ok if you turn off the REG
sugoku chisakushitene, lume. (Or) turn down the
olume very low.
582 IE: 11. kore, kore desho. IBzUh huh, like this right. INTER
583 IF: n. IIEUh huh. INTER
584 IF: hikaru chan, IF: Hikaru. REG
585 El: [n] ((Sounds like a typical 2 [n] ((Sounds like a typical Inter
apanese speaker saying ‘Yes?’)) apanese speaker saying ‘Yes?’))
586 IF: 11, IF: Uh huh. INTER
587 2 ((in background» hikaru 2 ((in background» Hikaru, if INFORM
han, terebi miseteagetara on show (him) the TV, he might
haberukamo, nanka, Lsomething.
588 IF: 11. IF: Uh huh. INTER
589 S: ((unintelligible» $2 ((unintelligible»
590 IE: a-? 2 Ah? HEUR

 

142

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
   
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

591 IF: daijobu daijobu, : Are you OK? Are you OK? HEUR
592 B: are? B: What?
593 F2 hai, oide. oide, hikaru chan. IF: OK, come, come, Hikaru. REG
594 H: ((notices something on TV IH: ((notices something on "IV
and shouts loudly,» [a7]? and shouts loudly,» [a7]?
595 F: a, hikaru chan suwattemiyo. F2 Oh, Hikaru, let’s try to sit REG
down (and watch TV).
596 B2 itai. ((H apparently did 2 Ouch! ((H apparently did
Isomething to make B cry out.» omething to make B cry out.»
597 IF: ((softly» hikaru chan 2 ((softly» Hikaru, say, ‘sorry.’ REG
gomenne, hikaru chan, takun ni ikaru, say sorry to Takun. (.)
gomenne te, (.) ((louder,)) (louder,)) Hikaru! Say you are
hikaru chan ((louder still,» orry to your older brother, say,
hikaru chan. onichan ni ‘sorry!’ (.)
omennasaiteiomennasai.
598 F2 ((mentions that H is watching 2 ((mentions that H is watching
Ia cartoon on TV.» a cartoon on TV.»
599 : ((laughs.)) [a] H: ((laughs.)) [a] Inter
600 ((pause» ((pause»
601 2 ((to B» mo chotto okikushiteii F2 ((to B» You can turn it up a REG/
, ((to H» hikaru chan, little more, Takun. ((to H» HEUR
uwatete, suwatete. hikaru chan, ikaru, sit down, sit down.
ochi no isu no ho ga ii janaino? ikaru, isn’t this chair better
ochi ga ii? (than that one)? Is that one
better?
602 IHZ [n]? H3 [11]? Hem
603 2 shita ni suwatemoiiyo. soko 2 It’s all right if you sit down IN TER/
Ea“: no? tatcha dame, tatcha or) lower. There is better? Don’t REG
e, tand up! Don’t stand up!
604 2 [do do do do do: do do do], 2 [do do do do do: do do do], Pers
(singing.)) ((singing.))
605 IF 2 do desuka? do desuka? 2 ‘Doh,’ is it? ‘Doh,’ is it? HEUR/INTER
606 In: [ti tag]. [tita]? In: [ti tay]. [tita]? Pers
607 IF: chita, hai. IF2 Cheetah, yes. INTER
608 IH: [dita]. H2 [dita]. Inter
609 IF: chita to ittano, 2 Did you say, ‘cheetah?’ HEUR
610 IH: [ta] ((chuckles» [tita]. : [ta] ((chuckles» [tita]. Inter
611 IF: so, P: That’s right. INTER
612 2 hikaru chan, takun to 2 Hikaru, say, ‘Takun.’ REG/
'ttegoran, takun doko. takun Where’s Takun? Where’s takun? HEUR
oko, achan doko, achan doko, Where’s Achan? Where’s
Achan?

 

 

 

143

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

613 ((brief pause while they wait ((brief pause while they wait
for some response.)) for some response.))
614 2 achan doko hikaru chan, IF2 Where’s Achan, Hikaru? HEUR/
Echan. achan to ittegoran. hikaru Achan? Say, ‘Achan.’ Hikaru. REG
han,
615 IM: hikaru chan iyaiya ieru, 2 Hikaru, you can say, ‘iyaiya, INFORM/
' 'yaiya, E‘yiaiya ’ . INTER
616 E2 hikaru, hikaru koko suwatte, F; Hikaru, Hikaru, sit here. REG/HEUR]
oko ((taps chair» sochi ga ii? ere. ((taps chair» Over there INTER
. '5 better? Uh huh.
617 ((pause» ((pause»
618 F2 so iufu ni suwate, koyate, F: If you sit like that. . .do this, REG
blarninasai, koyate, mae muitte, ace forward, here, right right
0, so so so so so, (.) a to iutte ’ght right right. (.) Say, ‘Ah’
hikaru, a to ittegoran ikaru, say, ‘Ah.’
619 2 ((1aughs)) IH2 ((1aughs))
620 E. okochiru okochiru okochiru, 2’You 11 fall, you’ll fall you’ll INFORM
aiku o kajiro to shiteimasu. all! He’s trying to bite the mic.
6211112 ((whispers something)) IH: ((whispers something))
622 IF 2 mo chotto okikushiteiiyo IF2 It’s OK to speak more loudly. REG/INTER
623 [“3 In] [”3 In] Inter
624 2 mo chotto ne, IF: A little more. REG
625 ((B and S begin arguing about ((B and S begin arguing about
something in background» Isomething in background»
626 :[aeaezaeezaaaaz] IH: [a see 9932 aaeaz] pers
627 IF: okasan to ittegoran, IF2 Say, ‘Mother.’ REG
628II—l: [e a 9:] IH: [a a a: ] Inter
630 2 asoko ni iru, okasan to IF2 She’s over there. Say, REG
Ettegoran, ‘Mother.’
631 IM: hai. IM: Yes. INTER
632 IH:(<1aughs)) lH ((1aughs))
633 2 okasan to ittegoran, yada, .Say, ‘Mother.’ You don’ t REG/
IF ant to? HEUR
634 : [tu] [tuta tuta tatu tatuz] [ta 2[tu] [tuta tuta tatu tatu: ] [ta pers
]. [tabuz], [tatuz tu: tazmz] [f2] ]. [tabuz ], [tatuz tu: taztu: ] [f2]
(long and whispered many (long and whispered many
imes» [e] [tatu]. imes» [e] [tatu].
635 E2 hikaru chan, nobita to iu? If2Can you say, ‘Nobita?’ HEUR
obita. ‘Nobita?’
636 2 ((in background» nobita to F4: He can say, ‘Nobita.’ INFORM
'erunda.

 

 

144

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

637 F2 nobita to ittegoran, wa to B: Say, ‘Nobita.’ Say, ‘wa,’ REG

ittegoran, hikaru chan, ikaru.

638 1H: [wa] ((throws something,» IH: [wa] ((throws something,» Inter

639 F: wa? to ittegoran, F2 Say, ‘wa.’ REG

640 H: [wa]? [wa] [uwa]? [uwa]. 2 [wa]? [wa] [uwa]? [uwa]. Inter? -

641 IM: hikaru chan [a7a2] to itte, IM: Hikaru, say, ‘[a?a:].’ REG

642 H: [a? to] [H: [a? to] Inter?

643 F2 kondo tsumiki no yo na 2 Now he is playing with block- INFORM

omocha o nagete asondeimasu, ike toys, throwing them.

644 H: ((throws a block» IH2 ((throws a block»

645 IF 2 a a a, abunai hikaru chan, R; Ah, ah ah! That’s dangerous, IN TER/

ikaru. INFORM

646 H: ((squirms» IH: ((squirms»

647 2 doshite, mo onaka 2 What’s wrong? You’re HEUR
uichattayone ungry, aren’t you?

648 IH: ((squirms» IH: ((squirms»

649 IM: onaka suita suita, IM: Hungry, hungry. INTER

650 IH: ((squirms» IH: ((squirms»

651 2 chotto matte ne. ja gohan IM: Wait a minute. OK, let’s eat. REG/

beyO- INTER

652 [Hi ((squirms» [91]? IH: ((squirms» [91]? Heur

653 E4: n, onaka suita ne hikaru chan 2 Uh huh, hungry, aren’t you, HEUR/
e, ikaru? INTER

654 IH: ((squirms» IH: ((squirms».

655 2 ja mata gohan, gohan tabete 2 OK, here’s supper, eat, a a a INFORM!
toro) ne, 3 a a a, wakatta achi, I see. Over there, over here, INTER
ochi, ((something drops to the (something drops to the floor»
oor» [U2] dayo, [U2], a, mizu t’s [U2], [U2], a, the water (boiled
a, ver/fell),

656 2 hikaru chan oide, IF2 Hikaru come. REG

657 ((short pause» ((short pause»

658 2 ((whispers something, then 2 ((whispers something, then pets

ys» [te to tu]? ys» [te to tu]?

659 2 ((says that H is holding a 2 ((says that H is holding a INFORM]
iolin now,» kore violin. (.) iolin now,» This is a violin. (.) REG

hikaru chan, ba to itte, hikaru ikaru, Say, ‘ba,’ say, ‘ba.’
han. ba to itte, (laughs.))
660 : ((laughS-)) ((laUghS-D
REG

 

 

661 IF: okasan to itte, otosan to itte, IF2 Say, ‘Mother,’ say, ‘Father.’
662 IH2 ((laughs.)) IH: ((laughs.))

 

 

 

145

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

663 2 ((in background,» tosan, 2 ((in background» Father, INTER

osan, hikaru chan, takun, achan, ad, Hikaru, Takun, Achan,
'karu chan, ikaru.

664 IF: hai to ittegoran hikaru chan, IF2 Say, ‘Yes, Hikaru. Hikaru, REG

hikaru chan, hai to ittegoran, say, ‘Yes’ '

665 : [at] H: [21;]. (Yes) Inter

666 2 a, jozu jozu, hai moikai 2 Oh very good, very good. Say, IN TER/

fittegoran, ‘Yes’ once more. REG

667 IH: ((laughs.)) IH2 ((laughs.))

668 2 nani ittemo, (.) ara, chotto 2 What are you saying? (.) HEUR/
orechatta anta. chotto, neji at? You took it off! Hey, a REG
otchatteruyo. dame dame dame crew came off. No, no, no, no,
ame kore, (.) hikaru? .) Hikaru.

66%: ((squirms and starts crying» IH: ((squirms and starts crying»

670 E42 hikaru chan no dekita, hikaru 2 Hikaru’s food is ready. INFORM/
han tabeyoja, hai hikaru chan ikaru let’s eat. OK, here’s INTER
o, hai. ours, Hikaru, Yes.

671 IF 2 hikaru? oide, gohan. IF2 Hikaru, come. Supper. REG

672 [H: [71717017]? IH: [:17]? [a7]? Inter

673 IF: ja, te arao, te. 2 OK, wash your hands, your REG

ands.

674 2 ((singing, grunts, washes 2 ((singing, grunts, washes Pers

ds.» [ija7 ija? ija7] ands.» [ija7 ija? ija7]

675 IF: hai. te araimasho. IF2 OK, let’s wash our hands. REG

676 IM: [sja eja] desho. IM2 It’s [sja eja], right? INTER/HEUR

678 IF: n. IF2 Uh huh. INTER

679 IH: [do do?] [do] IH: [do do?] [do] Inter

680 IF: hai, otete fuitte, IF2 OK, wipe your hands. REG

681 I111: takun terebi keshitekite, IM: Takun, turn off the TV. REG

682IH: [a]? IH: [a]? Inter

683IB: doshite, IB: Why? HEUR

684 IM & F2 mo gohan, IM & F 2 Supper. REG

685 E2 hai, keshite takun, hikaru El: OK, turn it off, Takun, REG
han, keshite, hai. ikaru, turn it ofi’. OK.

686 IE: chotto, pawa oshite, 2 Wait! Push the Power REG

(button).

687 S2 pawa pawa, S2 Power, Power. INFORM

688 2 [awa]. IH: [awa]. Inter

689 F: a, pawa to ittano ima, E2 Oh, you said ‘Power’ just INF ORM/

ow. INTER

 

146

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(1221' Data set, 8/12/98, (12212 Data set, 8/12/98, (12“ Data set)
2250 PM) 2250 PM)
H2 1;9.23. I H: 1;9.23.

670 IH: [ta ta ta] (x3) IH: [ta ta ta] (x3) pers

671 IB: ((singing and shouting» IB: ((singing and shouting» . ,

672 IF: takun, chotto shizukanishite, IF2 Takun, hey, please be quiet. REG

673 E2 ((continues singing. but more IE: ((continues singing, but more
uietly» quietly»

674 2 ((to the mic» kyo wa chotto F2 ((to the mic» Because we INF ORM/
aimono ni ittatame hirugohan went shopping a little, lunch is REG
sokunari, ima osohiru o tabeyo late. We are getting ready to eat a
o shiteimasu ((to H» hikaru late lunch. ((to H» Hikaru, sing
han, mata utatte, again some more.

675 I1: [da da da2], [da da da2], : [da da da2], [da da da2],

(laughs.)) (laughs.)) Pers

676 IF: hai, jozu jozu. ((1aughs)) IF2 Yes, very good! INTER

677 2 [da da da2], [da da da2], IH: [da da da2], [da da da2], pers

678 S2 ((shouts in background» S: ((shouts in background»

679 2 chotto achan shizukani. hikaru 2 Hey, Achan, be quiet. Hikaru REG/

I: an jozu dane. '5 very good. INTER

680 IH2 [da da], IH2 [da da], per,

681 IF: a, maiku tabenai de kudasai IF2 Ah, please don’t eat the mic. INTER/REG

682 IH2 [da da da2], (x3) IH2 [da, da. da2], (x3) perS

683 & S: ((laughing at H’s E & S: ((laughing at H’s
inging.» Inging.»

684 21: [da da da2] (X6) IH: [da da da2] (X6) pers

685 IF 2 hikaru mo tabete iiyo IF2 Hikaru, it’s ok to eat. INTER

686 & S2 ((talking loudly in & S: ((talking loudly in

Ifackground.» IEackground.»

687 IH: [da da da2] (X2) (.) [da da da2]IH: [da da da2] (X2) (.) [da da da2]

(X4) 4) Pers

688 ((short pause. Very noisy in ((short pause. Very noisy in

background. B & S are having a background. B & S are having a
loud lunch!» loud lunch!»
689 F2 hikaru chan, pipi to itte, 2 Hikaru, say, ‘pipi.’ ((pause,» REG
((pause,» hikaru chan, pipi to Flikaru, say, ‘pipi.’
itte.
690 IH: [pipi pipi] IH: [pipi pipi] Inter
INTER

691 IF: a, jozu. I: Oh, very good.

 

 

147

 

 

’ 692 ((dinner noises take over on the ((dinner noises take over on the
tape. Only grunts heard between tape. Only grunts heard between
mouthfuls of food.» mouthfuls of food.»

 

 

 

148

 

 

(13“ Data set A, 8/14/98)
Damaged tape. No usable

(137‘ Data set A, 8/14/98)
Damaged tape. No usable

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

712 E1: ((to H» iya dane, iyaiya, a-
t

akatekurenai,

derstand me (H) at all.

 

data. data.
_'(T§“ Data set B, 8/21/98, 10:20 (13“ Data set B, 8/21/98, 10:20 (13“ Data
AM) ’ AM) set B)
H: 1210.01 H2 l;10.0l
693 F2 kochi kara yobu. kochi kara. 2 Call from this way. This way. REG
lkochi kara oide, hikaru chan. ome this way, Hikaru.
694 : ((squirming» 1H: ((squirming»
695 2 mado no tokoro kara yomeba 2 Isn’t it better to call from the REG/
'i janai, 'ndow area? HEUR
696 2 n, takun to koko kara E2 OK, call to Takun from here. REG
Eondegoran? hora, ta-kun-? Te ook, say, ‘Takun!’
697 IM: ne mado o akete yonde, IM: Hey, open the window and REG
ball.
698 F2 ((to H» oide? ((opens the IT: ((to H» Come. ((opens the REG
door» hai, yonde ja. oor» OK, call him.
699 H: [ati], [ati], [ati], ((all high- H: [ati], [ati], [ati], ((all high- Reg
pitched throughout this part» pitched throughout this part»
700 F2 ita, takun, 2 He’s there, Takun. INFORM
701 2 [ati], (.) [ati], H2 [ati], (.) [ati], Reg
702 IF: ita? IF2 Was he there? HEUR
703 2 [n]? [ati] (X8) ((H seems to H: [n]? [ati] (X8) ((H seems to Reg
ant to go where the other want to go where the other
hildren are.» children are.»
704 IF: oide, F2 Come. REG
705T: [ati, ati], ((Some other H: [ati, ati], ((Some other Reg
hildren come over to H and F. children come over to H and F.
IThen they go back inside.» IThen they go back inside.»
706 2 ((squeals with what sounds H2 ((squeals with what sounds Reg
ike displeasure, then...» [ati] like displeasure, then...» [ati]
707 IF: okasan to ittegoran, 2 Say, ‘Mother.’ REG
708 2 nani? ((responding as if H IM2 What? ((responding as if H INTER
ad called her, not F.» had called her, not F.»
709 IH: [ati], (X5) H2 [ati], (X5) Reg
710 W (te), hikaru chan, : Say, ‘Takun,’ Hikaru, REG
, ‘Takun.’
711 E: ((to 11)) sochi wa dame, mushi : ((to H» Not that way. A bug REG/
a haite, mushi ga haite, e in, a bug came in. INFORM
2 ((to H» It’s disgusting. No, INFORM/
osan ga boku no koto o E! Ah, Father doesn’t INTER

 

149

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   
  
 

 

 

 

713 ((pause» ((pause»

714 F2 baton no yo na omocha de F2 He is playing with a baton- INF ORM/
asondeimasu. hikaru. ((H drinks like toy. ((to H» Hikaru, ((H REG
some juice here» hikaru. (.) drinks some juice here» Hikaru,
hikaru oide, hikaru. Hikaru come here.

715 M: a, 'M: Ah.

716 F2 pipi naiteruyo, F2 Pipi is crying/peeping. INFORM

717 H: ((children are heard playing II: ((children are heard playing Reg
nearby» [a2] ((very long here» nearby» [a2] ((very long here»

[ati] (X6) [ati] (X6)

718 2 chacha ni itte, hai te. chacha 'M: Go to Chacha, say, ‘Here you REG
itte, go’. Say, ‘Chacha.’

719 H: [ati], (X2) H2 [ati], (X2) Reg

720 [F2 hora --— no ojisan hora, F: Look, it’s Mr. ---. Call to him. REG

ondegoran hora, hello te, ILook, say, ‘Hello.’

721 IM: hai ittete hai. 1M: Ok, say it. REG

722 F2 tomodachi desho. furidorihi. F: Your friend, right? Freidrich. REG
hai te hikaru chan, Say, ‘Here you go.’

723 IH: [a7n], H2 [a7n], Pers/Inter

724 2 a ((a big noise in IF 2 Ah! ((a big noise in REG
Eackground» hikaru chan halo background» Hikaru, say,

e, ‘Hello.’

725 III: [ati] II: [ati] Reg

726 IF: mata te o futte ano ojisan ni, F2 Again, wave to that man. REG

727 In: [ati] (X11) [a7] IH: [ati] (X11) [a7] Reg

728 IM: a, kita kita kita IM2 Ah, he’s here (X3). INFORM

729 ((Brother returns from L ((Brother returns from
school.» chool.»

730 IH2 ((1aughs)) Ili ((1aughs))

731 M kita ne? IM: He’s here, isn’t he? INFORM

732 F2 ((to M» mata, n, ne mata 2 ((to M» Again, uh huh. Hey, INFORM

he... mata sa nanika kashite te ain the chai(n). .. Again he’s
'uttandayo king to borrow something.

733 IM: kashiteagetara, IM: Then lend him (it). REG

734 IH: [ati] IH: [ati] Reg

73 5F: takun ga kimenasai? IF2 Takun, you decide. REG/INTER

736 : ((to B,» takun, hai to IM: ((to 13)) Takun, say, ‘yes.’ REG
'uteagete, takun takun to iu, When Hikaru calls ‘Takun,

' aru chan yonderu kara. hai to ITakun’ say, ‘Yes.’
'uteagete,
737IB2 hai. B: Yes.

 

 

150

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

738 2 a, hai datte, onichan, hikaru 2 Ah, he said ‘yes,’ your older INFORM/
han, hai to itte, hai? hikaru brother. Hikaru, say, ‘yes, yes.’ HEUR/
han? nani o yatteno, a bachi What are you doing? Ah, that’s INTER
achi yo dirty.

739 IF: bachi yo bachi yo kore bachi IF2 It’s dirty, it’s dirty, this thing. . INFORM

740 IH: [a7n]? IH: [a7n]? Inter/Heur

741 2 hai to iuteagete takun, 2 Takun, answer, ‘Yes.’ Ta- REG

IIZIl-kunfl un-.
742 El: ha-i. (As if he is responding tog: Yes. (As if he is responding to INTER
’s calling him.) ’5 calling him.)

743 F4: ta-kun to hikaru chan ga 2 When Hikaru calls ‘Takun,’ REG

ondete toki ni ha-i to swer him.
'uteageteyo

744 IB: ha-i, IB: Yes. INTER

745 IM: chigau ima yondenaiyo, mo 2 No, he hasn’t called you yet! INTER

zenzen wakatenai dakara h, you don’t understand at all!

746 ((some noise here from S» ((some noise here from S»

747 2 [am] 2 [a7n] Inter

748 : ha-i, IB: Yes INTER

749 2 a, moikai takun to iutte 2 Ah, say, ‘Takun’ once more, REG
'karu chan ikaru.

750 IH: [ta7n1 IH: Ita?nl use:

751 IE: ha-i, I13: Yes. INTER

752114: ((laughs» [ha i] [H: ((1aughs)) [ha i] Inter

753 IE: ha-i, IB: Yes. INTER

754 IH: [23] IH2 [1;] Inter

755sz jozu jozu IF2 Very good! INTER

75611—1: [a7n] [hai] IH2 [a7n] [hai] 1mg,

757JF2 a, jibun de IF2 Ah, by yourself... REG

758 IH: [92231.1 IH: [2211.1 Inter

759 IF: sore bachi kara yamete hikaru,IF2 Hikaru, that’s dirty. Stop it! REG

760?: [ati] [in [2.1.1, ELI, gpu’ a: (very 2 [ati] [Q] [Q 2.1.15 3.1, pu, 3‘ (very Inter/Pets

orig) ita], ong) ita],

76QM: ita. IM2 He’s there. INFORM

762 IH: [tu]. IH2 [tu]. Inter

763 2 ita ga dekita, ita. I34: You were able to say, ‘He’s INFORM/

I“ here.’ INTER

764 IH2 [‘ta]. IH: [ta]. Inter

765 IM. ita. IM: ‘He’s there.’ REG/INTER

766 :IaIJ [tuzl (very long) IH: [ail ltuzl (very long) Inter

767 2 katen de asondeimasu, IF: He’s playing with the curtain. INFORM

 

 

 

151

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

768IH: [ta]. IH: [ta] Inter
769 IM: ita. IM: ‘He s there. REG/INTER
770 IH: ((1aughs)) [131- IH'( ((1aughs)) [ta] Inter
771IM2 ita, ita, IM: ‘He’ 5 there. He’s there.’ REG/INTER
772 IH2 [ta] II: [ta] Inter _
773 IM: inai inai ita. 2 He’s not there, not there, he’s INTER
here!
774 IH: [ba]. IH: [ba]. Inter
775 IM: ba. IM: ba. INTER
776 IH: [ba]. ((laughs,» [ba, ba, ba], III: [ba]. ((laughs,» [ba, ba, ba],
((laughs,» [ba] ((1aughs)) [ta ta]. ((laughs,» [ba] ((1aughs)) [ta ta]. Inter/Reg
(.) ((other children heard (.) ((other children heard
playing,» [ati] (X4) (.) [a7 a7] (.) playing.» [ati] (X4) (.) [a7 4711.)
ati]. ati].
777 ((in background B is heard ((in background B is heard
talking to M. This discussion talking to M. This discussion
becomes prevalent here.» becomes prevalent here.»
778 2 ((talking about lending E2((talking about lending
omething to a friend» omething to a fi'iend»
779 IF: kaishitekureru? chanto. Will he bring it back? HEUR!
shiranaiyo? hora, bachi hikaru, roperly? I’m not so sure. Hey! INTER
t’ 5 dirty, hikaru.
780 IM: ((to B» nani kashiteno, (2(to B» What are you HEUR
ending?
78] 2 chen de kusari, IB: ‘Chain’ ...a chain. INFORM
782 2 a, are, chanto 2 Ah, that. Did you properly HEUR
uringubakushite to iuta, ell him to bring it back?
783 I13: shita. shita yo. I13: I did. I did. INFORM
784 2 puromisu te iuta (.) ja, 2 Did he promise? (.) OK, HEUR/
Eyaku yachao, okasan urry up and do it. I’ll watch REG
'teteagerukara. ou
785 IF: hai, dewa kyo wa owarinasu, IF: OK, that’s all for today. INFORM

 

152

 

 

9:00 AM)

(14“ Data set, 8/24/98,
H: 1;10.o4.

(14“ Data set, 8/24/98,
9:00 AM)
H: 1;1o.04.

(14“ Data set)

 

786 [H: ((drinking juice.»

 

REG

 

[H: ((drinking juice.»
[F:
[H:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

787 [F2 hikaru chan, papa to itte, Hikaru, say, ‘Papa.’ .
788 H: [ba ba]. ((laughs.)) [ba ba]. ((laughs.)) Inter
789 2 hikaru chan, pipi doko : Hikaru, where did Pipi go? HEUR
itchatta, pipi? ere’s Pipi?
790 : [A]? H: [A]? Heur
791 F: pipi wa? achi ittadame. 2 Where’s Pipi? Don’t go that HEUR/REG/
ondeitchatta, ay. It flew away. INFORM
792 2 [pi pi] ((gruff voice, laughs» IH2 [pi pi] ((gruff voice, laughs» Inter
[pi] [pi]
793 [F 2 tondeitchatta. [F2 (It) flew away. INFORM
794 IH:((1aughs,» [pipi] [H: ((1aughs)) [pipi] Inter
795 E: pipi doko itchattane? takun 2 Where did Pipi go? Where is HEUR
oko? takun, akun?
796 jg: [ati]? [H: [ati]? Inter
797 [M: takun gakko itchatta. IM: Takun went to school. INFORM
798[H: [ati]? [ati]? [H: [ati]? [ati]? Inter
799 IF: [akun], takun gakko itchatta. [F2 [akun], Takun went to school. INFORM
800 [H: [arpi]? H: [api]? Inter
801 E: onechan doko? onechan? 2 Where is your sister? Sister? HEUR
(pause,)) achi? kochi? (pause,)) That way? This way?
802 [H: [a] [a] [Pipi]? [“3 [a] [a] [Pipi]? Inter
803 2 pipi. okasan doko, okasan, ((F : Pipi. What about Mother? ((F HEUR
alks over to M and sayS,)) a, alks over to M and says,» Ah,
'ta.hai, ita to ittegoran? (.) hikaru She’s) here. Hikaru, where’s
han, pipi doko pipi. hikaru ipi? (X2)
han, pipi doko?
804 [H: [a?] (.) [H: [a7]. Inter
805 E: hikaru chan oide, otosan to 1F: Hikaru come here. Say, REG/
'ttegoran, ienai? ‘Father.’ Can’t you say it? HEUR
806 [H 2 ((has the hiccups» [H: ((has the hiccups»
807 F: takun wa ierundane? E: You can say, ‘Takun,’ can’t INTER/
ou? HEUR
808 iii [he]? [H: [be]? Hem?
809 jI-‘z inaiyo pipi. itchatta pipi. [F2 Pipi is not there. Pipi is gone. INFORM
810 2 [pipi]? [e7]? [pipi]. ((grunts : [pipi]? [a7]? [pipi]. ((grunts Pers

d squirms.»

d squirms.»

 

 

153

 

 

 

 

 

 

 

 

 

 

 

 

    
 

 

 

 

 

 

 

 

 

 

 

 

 

 

811 2 dame dame dame dame dame. 2 No, no, no, no, no. Hikaru, REG
E.) hikaru chan, haro to ittegoran. Fay, ‘hello.’ Say, ‘Yes.’ ‘
ai te ittegoran,
812 [H: [917,213 at: 2;], (.) IHIaIL al,. at; al,], (.) Inter
813 F: dame, keshite dame. (.) a, kura uraE: No. Don’ t shut it off. (. ) Ah, REG/
0 soba ni imasu. (.) e is beside the cooler (air - INFORM ‘
onditioner. )
314 [H: ((laughs,» Ida] ((laughs» [11103118118 )) [d3] ((laughs» Pers
815 2 maiku o tsukamo to shite, a e’ s trying to grab the mic. INF ORM/
Euaiku o tsukandeshimaimashita, Etiu he grabbed the mic. It will REG
owareru kowareru, haro to itte re ak, it will break. Say, ‘hello.’
816 [Hi [11.] Pers
817 [F2 takun wa takun wa. {:What about ‘Takun?’ (X2) REG
818 82E: [i2jakun] [ati, pipi pipi pipi], E12: [ixjakun] [ati, pipi pipi pipi],
.) [u u u u 11] (X4) ((up and )[u u u u 11] (X4) ((up and Inter/Pets
own intonation ,)) wn intonation,»
819 baton no yo na mono o lF:'He 18 playing with a baton- INFORM
Elm-oawashite asondeirnasu. like thing, swinging it around.
2[u u u] [u u u u u] ((louder» 2 [u u u] [u u u u u] ((louder»
O[uwawawawawaw] ((uttered [uwawawawawaw] ((uttered Inter/Pers
any times, some faster some y times, some faster some
lower, up and down intonation» lower, up and down intonation»
(laughs, )) (. ) [ija1ja, (laughs, )) [ija 1ja, uwawawaw],
wawawaw], [it2 a it: a it: a] (X2) .) [it2a itza itza] (X2)
(t(o S)) achan, kecha dame, 2 ((to S)) Achan, don’t kick. REG/
han dame yo, hikaru chan chan, that’s bad. Hikaru, that’s HEUR
e yo, ((gives H some juice,» ad. ((gives H some juice,»
ishi? umai? elicious? Yummy?
822 [H: ((squirming» [H: ((squirming»
823 2 do mo onechan to umaku [F2 For some reason he’s not INFORM
' ' asen. onechan wa jibun no getting on well with his sister.
bmocha o motte, hoka no heya Sister has taken her own toys and
higeteshimaimashite. run away to another room.
824 [H: ((squirms» H2 ((squirms»
825 IF2 a a, onechan itchatta, IF: Ah, ah, Sister lefi. INFORM
826 ((after a pause, in the ((afier a pause, in the
background a ‘pee pee’ sound is background a ‘pee pee’ sound 1S
bmanating fiom a small toy.» emanating from a small toy.»
827 de, omocha no pipi no koe That’s the sound of the Pipi INFORM
Eesu ((sound 18 heard again» pipiEy, ((sound 1s heard again» Pipi
\ ta. 8 there.
828 El: ((chuckles, then a bump is E12((chuckles, then a bump is
eard» eard»

 

 

 

154

 

 

 

 

 

 

 

 

 

 

 

 

829 F: a a a, kyotsukete hikaru chan. IF2 Ah, ah, ah! Be careful Hikaru. REG/
yoromeite, kabeni atama o Staggering, he bumped his head INFORM!
butsukete shimaimashita. (.) on the wall. (.) He is drinking HEUR
mata jusu o nondeimasu. ringo juice again. It’s diluted apple
jusu o nanbai ni mo usumeta, juice. Weak juice. (.) Delicious?
usui jusu desu. (.) oishi? 2

830 ((all this time the ‘pee pee’ ((all this time the ‘pee pee’

Bounds continues nonstop» [sounds continues nonstop»

831 H:[aeeaea] [H:[eeaaae]

832 F2 umai? IF: Yummy? HEUR

833 H: [a a a] ((squeals a little here, [H: [a a a] ((squeals a little here,
then» [do do do, do do do, do do then» [do do do, do do do, do do Pers
klo] ((hums to himself» (.) [mimi do] ((hums to himself» (.) [mimi
mimi mimi mimi mimi mimi mimi mimi mimi mimi mimi
mimi] mimi]

834 2 ((unclear» no omocha de 2 ((unclear» started playing INFORM

obihajimemashita, (.) onechan
a pipi no omocha o motte
ondeimasu. ((the sound stops
en restarts»

 

’th some toy. (.) Sister has

 

 

155

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(15“ Data set, 8/30/98, (15“5 Data set, 8/30/98, (13“ Data set)
8250 PM) 8:50 PM)
H2 l;10.10. H: l;10.10.

835 N2 hikaru, hikaru, kore restamin 2 Hikaru, Hikaru, this is INFORM!
de, restamin iranai ima. otosan to estamin (drug). .We don’t need REG
itte, totan, totan. ‘ estamin now. Say, ‘Father. '

ad, Dad.’

836 F2 hikaru chan, hai te ittegoran 2 Hikaru, say, ‘Yes.’ (.) Hikaru, REG
(.) hikaru chan, moshi moshi, Ely, ‘Hello (as when picking up
haro to itte, e teflhonti say, ‘hello.’

837 2 hado. IM: ‘Hello.’ REG

838 F: hikaru, haro. hikaru. F2 Hikaru, (say), ‘hello,’ Hikaru. REG

839 2 arigato? iiko da? [M: Thank you. What a good INTER

child!

840 F2 hikaru chan haro, F2 Hikaru, hello. REG

841 E24: hikaru chan tsume 2 Hikaru, are your fingernails HEUR

obiteimasuka? ong?

842 F2 kino kittadesho, hikaru chan E: Hikaru had them cut INFORM
wa. esterday, right?

843 2 e. sore ni shitemo nanka te no 2 Right. In spite of that, his INFORM
sume ga daibu nobitetayone, mgernails seem to have grown a

ct.

844 IF: are takun datta (kana), moshi 2 What? Was that Takun? HEUR/
moshi, hikaru chan, e? kino kitta ikaru, hello, hello. What? I INFORM/
tomon, are chigau. moshi moshi. ought they were cut yesterday. REG
hikaru, ima okasan tsume o kitte 0? Hello, hello, Hikaru. Now
moratteimasu. chokin chokin to other is cutting his fingernails
ittegoran, or him. Say, ‘chokin, chokin.’

cutting sounds)

845 2 chokin. kochi wa, chokin, N2 ‘chokin.’ What about this I-IEUR/
fickin, chokin, one? ‘chokin, chokin, chokin, ‘ INTER

846 [F2 uwa. dainamiku ni kirundane! F2 Wow! You’re cutting INFORM

ynamically!

847 P: [U]. I [II]. Inter
848 IM: a, choki datte, chokin. 1M: Ah, that was ‘choki’, INFORM
‘chokin.’

849 [F2 chokin to itta ima, IF: You said, ‘chokin’ just now? HEUR

850 2 n. choki. chokin (X3) a 2 Uh huh. ‘choki. chokin’ (X3) INFORM]

ondo kochi kochi kochi ((to S» , next, this one, this one, this REG/
hotto mate achan, ((to H» ne. ((to S» Wait a minute INTER
hokin chokin chan, ((to H» ‘chokin chokin.’

851 [H: [n]. [H: [n]. Inter

852 £42 11? kondo kochi, a kondo E42 What? Next, this one. Ah, the HEUR/

oko da. ext one is here. INTER

 

156

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

853 2 hikaru chan, kore IF2 Hikaru, do you want this cut? . HEUR
ittehoshino?
854 H: ((squirms» 2 ((squirms»
855 2 ashi? M2 Your foot (toenails are HEUR
[VI meant)? ‘ '
856 [F 2 ashi ga ii no? [F2 Your foot (toenails) is ok? HEUR
857 IM: ashi? ashi kiru, £42 Your foot? You want me to HEUR/
ut your toenails? INTER
858 2 unto itteyo. ashi kittehoshino, E 2 Say, ‘uh huh.’ Do you want REG/
our toenails cut? HEUR
859 : [n] [n] [n] ((squirms» [H: [n] [n] [n] ((squinns» Inter
860 2 a kore hai hai, kore? kore 2 Ah, this one ok ok. This one? INFORM]
'runo, ou want this one cut? HEUR
861 [H: [n]. [H: [n]. (Uh huh.) 1mg,
862 IM: wakkata wakkata wakkata. : OK, OK, OK. Hikaru’s foot INFORM/
hatto no nyoi ga suru (no) hikaru mells like natto (fermented soy INTER
no ashi. ans.)
863 F2 hikaru chan. ikutsu, hikaru El Hikaru, how old are you? HEUR
chan, nansai? ow old are you?
864 2 kondo kochi. kochi Next, this one. This one is INFORM
nobiteruyo, chokin. chokin. Egning long. ‘chokin. chokin.
chokin. chokin. chokin. chokin. hokin chokin. chokin. chokin.’
865 H: ((squirms» [H: ((squirms»
866 2 kondo kore wa, koko wa 2Next this one. This one’ s not INF ORM/
nobitenai mo zenbu kitta? ong. Have all been cut? HEUR
867 H3 In]? [H In]? Inter/Heur?
868 2a kore de, nobiteta hora, 2,Ah this one” .is long, look. INFORM/
hokin, chokin? hai dore da, ato ‘c hokin, chokin?’ Yes, any HEUR
thrse
869 [F: ((to B))taku11 haburashishita? E: ((to B)) Takun, did you brush HEUR
our teeth?
870 2 chokin, [M: ‘chokin,’
871 [B2 onaka ga itai, [B2 My stomach hurts. INFORM
872 [M: tabesugida. [IM: You overate. INTER
873 [F2 haburashishinasai, haburashi, [F2 Brush you teeth. Brush. REG
874 2 chokin? chokin? ne hikaru 2‘chokin?. chokin?.’ Hey, INFORM/
han, hikaru chan nani ga suki ikaru is there something on TV IN TER/
andake terebi. .. ((the tape stops on like... ((the tape stops mid- HEUR
id-sentence» ntence»
875 E2 hikaru chan, nani kore, hikaru 2 Hikaru, what’s this? Hikaru. HEUR
han,
876 [H: [n]? [H: [n]? Inter/Heur?

 

157

 

 

2 Hikaru, what’s this?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

877 [F2 hikaru chan kore nani, HEUR
878 IM: kore nani, kore nani, kore 'M: What’s this? What’s this? HEUR
mandake. What’s this supposed to be?
879 [F2 hikaru chan, kore nani, F2 Hikaru, what’s this? HEUR
380 H3 In]? H3 In]? Inter/Heur? .
881 [M: kore nani, kore. IM: What’s this? This. ' HEUR
832 [H: [n] [n] [n]? H: [H] [n] [n]? lnter/Heur?
883 [M2 pappa? pappa? 2 ‘pappa? pappa?’ HEUR
884 IF: moikai ittegoran, pappa, IF: Say it again, ‘pappa, pappa.’ REG
appa to itte,
885 [W pappa, ‘M: ‘pappa,’ REG
886 [H: ((exhales deeply.» H2 ((exhales deeply.»
887 IF: hikaru chan nani ima no. F: Hikaru, what was that? HEUR
hikaru, hikaru, nani ima no, sore. Hikaru, Hikaru, what was that
'ust now?
888 ((B & S enter the scene» ((B & S enter the scene»
889 2 ((reading a book and showing 2 ((reading a book and showing HEUR/
e pictures to H,» poppo, the pictures to H,» ‘poppo INFORM
ppo, a, kore nani, a kore nani, poppo’ Ah, what’s this? What’s
ppo (de), hikaru chan, poppo, this? ‘poppo’ Hikaru, the train
ppo, densha poppo. says, ‘poppo.’
890 IF: ((to M» ne tsuki no koto F2 ((to M» Say, what do you call HEUR
nantoiundake, ‘tsuki?’
89 UM: moon. [M2 Moon. INFORM
892 2 chigau, tsuki wa chikyu no 1:: No. The moon is earth’s what? HEUR
andake,
893 [M2 eisei. [M2 Satellite. INFORM
89411:: eisei da, eisei ga ippai janai, E: A satellite. There are many HEUR
atellites, right?
895 [B2 chigau. IB2 No. (That’s wrong.) INTER
896 [I32 kore nani, kore nani, F2 What’s this? What’s this? HEUR
897 [M: sh sh poppo, sh sh poppo, 2 ‘sh sh poppo, sh sh poppo,’ INFORM
898]H: [poppo] «whispered,» H: [poppo] «whispered.» Inter
899 [M: poppo. 'Mr ‘poppo,’ INTER
900 [H: [110} ((whispered)) H: [p0] ((whispered)) Inter
901 2 poppo, ((to S)) chotto mate 2 ‘poppo,’ ((to 8)) Wait a INTER/
e? ((to H)) hikaru chan, otosan ° ute, OK? ((to H» Hikaru, HEUR
o iuwanaino? totan. hikaru on’t you say ‘Father? Dad.
han? sakura chan. takun. takun ikaru? Sakura. Takun. Takun,
a hikaru chan, ikaru.’
902 [F2 itte, kore nani, kore, [F. Say it. What’s this? This. REG/HEUR

 

158

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

903 [M: takun, 99999, :‘Takun. peppo,’ INTER/REG
904 E hikaru chan kore nani, (.) a, F: Hikaru, what’s this? (.) Ah, HEUR/
aiku de he’s begun playing with the mic. INFORM
obihajimeteshimaimashita.
_ 905 [:42 sonna koto suru kara 'M: The reason it breaks is IN FORM/
owarechaon. because you do that sort of thing. INTER

906 2 kore nani, kore. poppo? kore F2 What’s this? This. ‘poppo? HEUR
.nani, kore nani, What’s this? What’s this?

907 [H: [papa], H: [papa], Inter

908 [F: jozu jozu, poppo. F2 Very good! ‘poppo.’ INTER

909 IM: hikaru chan, otosan to itte, 2 Hikaru, say, ‘Father. Dad.’ REG
totan,

910 F2 so in tsumori arimasen. F2 He does not intend to do that. INFORM

911 2 totan ieruyo, nantonaku, 2 You can say, ‘Dad,’ sort of. REG
hikaru chan, totan to itte, ikaru, say, ‘Dad.’

912 'M: ja, okasan ga sakura chan to IM: OK, Mother is going to call INTER/
yobu kara sakura chan (you) Sakura, so Sakura answer, REG
Iigijishitene, achan, hai to itte, DK? Achan, say, ‘Yes.’

913 S: hai. S: Yes. INTER

914 2 takun, takun, 'M: Takun, Takun, INTER

915 [F2 henjishinasai F2 Answer! REG

916 M2 takun, 'M: Takun, INTER

917 [F 2 takun, henjishinasai. F: Takun, answer! REG

918sz hai. B: Yes. INTER

920 [M: otosan, 1M: Father. INTER

921 2 hai. F2 Yes. INTER

92W: hikaru chan, 2 Hikaru. INTER

923 [H: ((laughs.)) H2 ((laughs.))

924 [I72 nottekimasen, [Fz He’s not playing along. INFORM

925 [M: takun, takun, IM: Takun, Takun, INTER

926 [F2 hanno ga arimasen, F2 There’s no reaction. INFORM

927 [B2 hai. B: Yes. INTER

928 IM: achan, M Achan, INTER

929 S: hai. S2 Yes. INTER

930 [M: otosan, 2 Father. INTER

931 [F2 hai. IF: Yes. INTER

932]]‘71: hikaru chan, ((laughs.)) [M: Hikaru, ((laughs.)) INTER

933 [H: ((laughs softly.» [H2 ((laughs softly.»

934 [M: hikaru chan, hai to iutte, [M: Hikaru, say, ‘Yes.’ REG

93511-12 ((laughs softly.» [H: ((laughs softly.»

936 [M: hikaru chan, [M: Hikaru, INTER

 

159

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

937 [13: hai. [Bz Yes. INTER
938 [M: takun, [M: Takun, INTER
939 [B2 hai. [B2 Yes. INTER
940 M: [art] an], N: [aztj'an], INTER
941 S: hai. . S Yes. . INTER
942 [M: otosan, [M: Father, INTER
943 [F2 hai. [F. Yes. INTER
944 [M2 hikaru chan, [M2 Hikaru, INTER
945 IH: ((laughs more loudly.)) [H: ((laughs more loudly.))
946 M2 hikaru chan, [M: Hikaru, INTER
947 H: ((laughs again.» IH: ((laughs again.»
948 ((background noise increases.» ((background noise increases.»
949 2 kuchi wa [F 2 His mouth is open, but... INFORM
itenmdakeredomo...
950 [M: warate hai to iutteruyo Y2 He’s laughing and saying, INFORM
‘ es.’
951 IF 2 ((to B)) chotto dame dame 2 ((to B)) Hey, that’s bad, that’s INTER/
ad. REG
952 2 chotto a. [M: Hey! Ah, INTER
953 [B2 motto chikaku ni yatteikanai [B2 You have to do this closer. INF ORM/
o dame dayo. REG
954 [H: [hag], [H: [1185], Inter
955 [M: hikaru chan, [M2 Hikaru, REG
956 [H: [hay] [11: [hay] Inter
957]M:ta1tun, [M: Takun, INTER
958 IE: hai. [3: Yes. INTER
959JM2 otosan, [M: Father, INTER
I 960 [F2 hai. [Fz Yes. INTER
. 961 2 hikaru chan iutte? otosan. $4: Hikaru, say it, ‘Father, Dad.’ REG
otan.
962E & B: ((talking together in & B: ((talking together in
ackground. This part is noisy.» ackground. This part is noisy.»
963 [M2 takun wa, AM: ‘Takun?’ REG
964 E: hikaru chan, hai, ((to B)) IF2 Hikaru, ‘yes,’ ((to B)) Just a REG
hotto yamete. ((to H)) hikaru minute. ((to H» Hikaru,
han,
965 [B2 [tekin taznu] [B2 [tekin taznu] (Take turns.) INFORM
966IF: dame dame, hikaru, [F2 No! No! Hikaru, REG
967 IM: kore wonwon. a, pipi ga iru, m This is a bow-wow (dog). INFORM
ipi, , pipi is there, pipi.

 

160

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
  

 

 

 

 

 

 

968 II: [pipi] IH: [pipi] Inter
969 [M: a pipi, M2 Ah, pipi, INTER
970 F2 ((to B)) doite, doite, doite F2 ((to B» Move, move, move. REG
chotto dame ima, jama key, not now! You’re in the
ay.
971 [M: ((whispered. to B)) takun, 2 ((whispered to B» Takun, REG
takun chotto hikaru no akun. Hey, Hikaru’s
((unclear)) (unclear))
972 H: ((whispered)) [pipi] [pipi] 2 ((whispered)) [pipi] [pipi] Inter
((loudly» [pipi] filoudly» [pipi]
973 [F 2 a jozu jozu [F 2 Ah, very good! INTER
974 2 pipi ne? kore ne? ((to S» iino 2 It’s pippi, isn’t it? This, INTER/
yaku hikaru ni papi 'ght? ((to 8)) That’s alright, HEUR/
(unclear)) urry up and (give) papi to REG
ikaru. . .((unclear»
975 [H: [ati]? [H: [ati]? Reg
976 [1:2 kore nani hikaru chan. [F2 What’s this, Hikaru? HEUR
977 [H: [papa] [H: [papa] Inter
978 [M: papa ne densha poppo 2 It’s papa, isn’t it? Train, INTER/
‘poppo.’ HEUR
979 [H: [papa]? [H2 [papa]? Inter
980 2 papa ne, a hikaru chan kore 2 Papa, right? Ah, Hikaru, HEUR
ani, a itai? nani, kore nani, Eli’s this? Ah, ouch! What?
t’s this?
981 [H: [a7] [pipi a7]. [11: [a7] [pipi a7]. Inter
982 [M: pipi janai, [M2 Not ‘pipi.’ INTER
983 [F2 kore nani, kore [Fz What’s this? This. HEUR
984[M2 papi wa. hikaru no papi wa, E42 ‘papa?’ What about Hikaru’s REG/
api? HEUR
985 [11: [papi] [pipi] [H: [papi] [pipi]
986 2 kore nani kore, kore nani 2 What’s this, this? What’s this, HEUR
' chan, ((to B» ne chotto ikaru? ((to B» Hey, that’s OK,
'ino sonnakoto shinakute, ((to on don’t have to do that. ((to
)) kore nani, hikaru chan kore ) What’s this? Hikaru, what’s
Dani? ((in background S is this? ((in background S is
talking sofily to M» talking sofily to M»
987 ((brief pause» ((brief pause»
988E: sore nani, papi? [1:2 What is it? Papi? HEUR
Inter

989 El: [11]. ((B comes closer to help El: [n]. ((B comes closer to help

& H.»

& H.»

 

 

161

 

 

990 2 ((to B)) takun iroiro

F2 ((to B» Takun, thanks for

INFORM/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

'gatone? demo ima everything, but right now you INTER
arenakuteii, don’t have to do that. You don’t
arawasenakuteiikara arigato ne have to make him laugh, but
un. thanks.
99] HI: ((laughs and squeals» . 2 ((laughs and squeals»
992 F2 kore dare kore dare ((to B» 2 Who’s this? Who’s this? ((to HEUR/
mo iino takun iino, » That’s alright, that’s alright. INTER
993 : warawaserunjanaino. M: We aren’t making him laugh. INFORM
994 F2 koe dasenai to ikenai. kotoba F: We must make him speak out. INFORM
o iuwanakute ikenaiyo. He must say some words.
995 2 hikaru chan kore nani, hikaru, 2 Hikaru, what’s this? Hikaru, HEUR/
mmiapi wa. papi. Kapi?’ Papi. REG
996 [H: ((1aughs)) [H: ((laughs»
997 IF: takun...to itterundesho? IF2 You can say, ‘Takun,’ right? INTER
998 IH: ([papil) [H: ([papil)
999 2 papi wa, papi doko ni iru, 'M: Papi? Where’s papi? Hikaru, HEUR
Ekaru chan papi doko ni iru, here’s papi? Papi?
api wa
IOOOIF: ((to B» ii kara, iino 1F 2 ((to B» It’s OK. You don’t INFORM!
tsukerarenai no hikaru ni wa, have to turn it on for Hikaru. INTER
lOOlJB: doshite B2 Why? HEUR
1002K; ijichao kara hikaru wa 2 Because he is Because INFORM
achan dakara? ikaru is a baby.
1003 E2 namechate doro ga tsuitara. EM: If he licks it, and dirt gets on INFORM
'hen na koto, 't, it will be a terrible thing.
1004sz so da yo kowarechaon dakara, IF 2 That’s right. It will break. INFORM
1005 IH: [om]? [pipi]. 1H: [om]? [pipi]. Heur/Inter
1006E2 pipi janai, papi, ((to B» ne 2 Not pipi, papi. ((to B» Hey! I INTER/
hotto yamete to itterun. 'd stop it. REG
1007p: [papi]? H: [papi]? Hem
10081M: a iutte papi te, JM: Ah, you said it, ‘papi.’ INTER
1009113: hikaru kun? IB: Hikaru. HEUR
1010lM: papi? JM: Papi. HEUR
101 1B: hai. [B2 Yes. INTER
1012le papi, papi doko da, papi [M: Papi. Where’s papi? Papi. HEUR
1013le iyaiya. hai? [B2 ‘iyaiya,’ Yes. INTER
1014sz ((humming» [H2 ((humming»
1015le hikaru chan, hi-karu chan, 2 Hikaru. Hi-karu. Hikaru. INTER
hikaru chan ha-a-i, e—s.
1016jM: takun [M: Takun. INTER
1017IH: [ati], 1H: [ati], Inter

 

162

 

 

1018 S: ((to M, unclear»

S: ((to M, unclear»

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1019 B2 achi to itta ima yo, 1B2 He just said, ‘that way.’ INFORM
1020 ; [36:], IH: Iatjz], Inter
1021le achi wa nanda. [M: What’s ‘[atji]?’ HEUR/INTER
102213: hikaru chan, takun? takun? .13: Hikaru. Takun? Takun? REG
1023 S: ((tries to make H laugh» S: ((tries to make H laugh»

1024 2 ((to S» iino sore yarenakute 2 ((to 8)) It’s OK, you don’t REG/

ave to do that. INTER
10251M: oisu? oisu wa. oisu desho 2 The chair? The chair? The HEUR
hair, right?

1026sz [n]? [H: [11]? He“,

1027le sore keiki. keiki? oisu wa IM: That’s a cake. Cake? Which INFORM/

dore, kore. is the chair? This? HEUR

1028 ((pause» ((pause»

1029 2 sore nani. ((to B & S» ne 2 What’s that? ((to B & S» HEUR/
hotto shizukanishiteyo tanomu ey, please be quiet, I beg you. REG /
ara, ((to H» kore nani, kore. (to H» What’s this? This? HEUR

1030le ((cries out loudly» IH: ((cries out loudly»

1031le okotteruyo. [M: He’s angry. INFORM

10321152 kore nani. IF: What’s this? HEUR

1033 IM: dame desu, jibun de suki de IM: That’s bad! Put it where you INTER/

iretendakara, like it by yourself. REG

1034 ((pause» ((pause»

1035112: hikaru chan haro to itte. [F 2 Hikaru, say, ‘hello.’ REG

1036 H: [dotj'i]? [H: [661317. Hem

1037312 dochi. a, kore tsume haiten 2 Which? Ah, (my) fingemail HEUR/
omen as in there, sorry. INTER

103811-12 ((squirms» IH: ((squirms»

1039 2 hikaru chan, (.) hikaru chan, PM: Hikaru. (.) Hikaru, say, REG
otan to iutte, ‘Dad.’

104013: totan. [3: Dad. INTER

1041le tosan. [M: Dad INTER

1042[F: hai. [Fz Yes. INTER

1043IM2 otosan, IM: Father. INTER

1044p: hai. [19: Yes. INTER

1045le totan to iutte, totan to iutte fig: Say, ‘Dad,’ say, ‘Dad,’ REG

hikaru chan, ikaru.

1046 2 so in kibun janaiyone E: It seems he doesn’t have the INFORM

esire for that (saying Dad.)

1047 : ((laughs» [H: ((1aughs))

1048le ja takun wa, [M: OK, Takun? INTER

 

163

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10491111 1137111 1H: [137111 Inter
10501M: a takun, moikai iutte, 1M: Ah, Takun. Say it once more. REG
105113; [a7n] 1H: [a7n] Inter
10521M: ((to 3)) hai to itte, 1M: ((to 3)) Say, ‘Yes.’ . . REG
105313: hai. 13: Yes. INTER
105413: [ba?n] [ha i] 13: [ba?n] [ha i] Inter
1055182 hai. hai. 1B2 Yes, Yes. INTER
1056le takun 1M: Takun. INTER
1057114: ((grunts» IH: ((grunts»
1058 S: hikaru chan, S2 Hikaru, INTER
10591M 2 hikaru chan, takun to itte 1M: Hikaru, say, ‘Takun.’ REG
1060?: ((humming, then walks 2 ((humming, then walks
way» way»
1061 L ((pause here; several futile ((pause here; several futile
ttempts to engage H, then. . .)) attempts to engage H, then. . .))
10621F2 mo owarinisuru? hikaru chan. 1F: Shall we stop now? Hikaru. INTER/HEUR
10631M: hikaru chan totan iuwanaino?1M: Hikaru, won’t you say, INTER/
‘Dad?’ HEUR
1064 : ((loudly» tosan to itte, 1F: ((loudly» Say, ‘Dad!’ REG
1065111: ((whispered)) [ta] 11-1: ((whispered)) [ta] Inter
10661M2 a, moikai tosan, totan to itte, 2 Ah, once more, ‘Dad.’ Say, REG
Dad.’
1067111: ((whispered)) [ta] 1H2 ((whispered)) [ta] Inter
1068M: ((chuckles» moikai iutte, 2 ((chuckles» Say it once REG
otto okii koe de, ore. In a louder voice.
106jF 2 ((loudly» tosan to okii koe dag: ((loudly» Say, ‘Dad’ in a loud REG
oice!
10701M: totan, 1M: Dad. INTER
1073f: itte, 1F: Say (it.) REG
107211-12 ((whispered)) [ta] J11: ((whispered)) [ta] Inter
10731912 doiu, sore museion de 2 What’s that? That’s I-IEUR/
'uwake, itsumo iutterunja, totan, oiceless! You are always INFORM
ying, Dad.
107411-12 ((whispered)) [ta] 1H: ((whispered)) [ta] Inter
10751M2 so so, totan, totan wa, 1M: That’s right. Dad. Dad? INTER/REG
1076jli((grunts)) JHI ((grunts»
1077 2 a, ittakatta? ja otosan ni 2 Ah, did it hurt? Well then, HEUR/
Efmzo to iutte kore. douzo te Ey, ‘Hcre you go’ to Father. REG
gete? ay, ‘Here you go.’
1078 2 dame kyo wa kore de ti: It’s no good. That’s all for INFORM
warinishimasu. oday.

 

 

164

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1079 I [M] (-) [d3i1‘? [0381- [dsili’ : [Ml (.) [d3i1‘? [033]— [d3i]? Pers
[dga]. [do7]. [d3a]. [do7].
10801M2 ((coughs» 1M: ((coughs»
1081 2 owaro to shitara chotto 2 When we decided to stop, he INFORM
Ehaberihajimeimashita. Eegan to talk. ' '
1082 2 iyaiya ((coughs» 1M2 ‘iyaiya’ ((coughs» ' REG ‘
1083 H: ((hums» [hai] [do] [iu] H2 ((hums» [hai]'[do] [iu] Pers/Inter
1084 2 ((coughs» 2 2 ((coughs»
10851F2 zatsuon ga oii desu. ((pause» F2 There is a lot of noise. INFORM
owarimasu. ((pause» That’s all.
1086 ((short break» ((short break»
10871112 [uwa uwa uwa] 1H: [uwa uwa uwa] Pers
1088 2 hai, iiyo to itte hikaru chan. F2 Yes, say, ‘OK,’ Hikaru. REG
1089 2 [ijo]. H2 [ijo]. Inter
1090 2 hai, jozu jozu iiyo to itte, hai. 2 Yes, very good! Say, ‘OK.’ INTER/
0 so. es. That’s right. REG
109113: [ijo]. 1H: [ijo]. Inter
1092:: owaro to omottara mata E2 Just when we think it’s over, INFORM
haberihajimemashita. e begins talking again.
109313: ((loudly,» [ijo]. 1H:((10udly,))[ijo]. 1mg,
10941M2 iiyo. 1M2 ‘[ijo]’ INTER
1095 2 ((laughs,» [ijo ijo] (X3) 2 ((laughs,» [ijo ijo] (X3) Inter/Pers
1113ughs,)) [i101 (X5) 131- laugh8,))[i101(X$)[al-
1096 2 kore nani, hikaru chan. kore 1F 2 What’s this, Hikaru? What’s HEUR
ani, this?
10971M2 papi. 'M: papi. INFORM
10981112 [pa pi]. H2 [pa pi]. Inter
1099 M2 papi ne, papi. 1M: Its’ papi, isn’t it? Papi. HEUR/INTER
11001112 [papi]. 1H2 [papi]. Inter
1101 2 iko iko, iko iko, papi kun 2 Nice boy. Nice boy. Papi is INTER
miteruyo. rying.
11021132 kore nani, kore, 1F: What’s this? This. HEUR
11031112 ((laughs.)) H2 ((laughs.))

 

 

165

 

 

(167dr Data set, 8/30/98,
Later that evening)
H: l;10.10.

(16“ Data set, 8/30/98, Later
that evening)
H: l;10.10.

(l6ai Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11041M2 totan to itte, 1le Say, ‘Dad.’ REG
1 10513: ((high-pitched,» [to ta]. 1H: ((high-pitched,» [to tan]. Inter ‘
1106 IM & F 2 moikai. 1M & F 2 Once more. REG
1107 H: [to ta?] H: [to ta7] Inter
1108 F2 totan to itte, F2 Say, ‘Dad.’ REG
1109 2[totaaaaaa](.) [tota,to H2[totaaaaaa](.) [tota,to Inter
13], la],
1 110 F2 hai. 1:: Yes. INTER
1111 2 [to ta], I [to ta], Inter
1112 1:2 hai. F2 Yes. INTER
1113 : ((laughs.)) 2 ((1aughs))
1114 F2 takun wa, F: What about (saying), ‘Takun?’ INTER/REG
1115 H2 [a7n] I1: [3711] Inter
1116 F2 hai, moikai, 1F: Yes, once more. REG
1117 : [a'ln] 2 [a7n] Inter
1118 F: hai. F2 Yes. INTER
1119 2 okasan wa, 2 What about (saying), INTER/
‘Mother?’ REG
1120 F2 okasan wa, F: What about (saying), IN TER/
‘Mother?’ REG

 

166

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(”Want set, 9/8/98, (17" Data set, 9/8/98, (17‘15 Data set)
9240 PM) 9240 PM)
H: l;10.19. H2 l;10.19.

1121 IF: otosan sukiyo to itte, F: Say, ‘Father, I like/love you.’ , REG
1122 11:12 hikaru chan, otosan no koto 1M2 Hikaru, do you like Father? 1 HEUR

uki? ' ‘ 1 '
1123 H2 [kja] H: [kja] Inter
1124 2 otosan de totan to itte, 2 For Father say, ‘Dad.’ REG
1125 1F: tosan sukiyo, 1F: Daddy, I like you. INTER
11261le totan wa, totan. 2 What about (saying), ‘Dad’ REG/

‘Dad?’ INTER

1127f: totan to itte. 1F: Say, ‘Dad.’ REG
1128 : (do da) ((too close to mic, so 112 (do da) ((too close to mic, so Inter

his is quite distorted.» this is quite distorted.»
1129 1F 2 hai. sukiyo, 2 Yes, I like you. INTER
11301H2 [skijo] 1212 [Ski jO] Inter
1131 1F: hai. 2 Yes. INTER
1 132 [M: totan wa, 1M2 What about, ‘Dad?’ REG/INTER
1133 IF: tosan, sukiyo, 1F: Dad, I like you. REG
1 134 E12 [dowa, duwa], I [dowa, duwa], Inter
1135 1F: sukiyo to itte, 2 Say, ‘I like you.’ REG
1136111: [ij2} 11: [kjoz] Inter
1137 2 dai suki to itte, 1F: Say, ‘I really like you!’ REG
1138111: [251;] 111: [am] Inter
11391M: ya, yatta? to itte, 1M: OK, say, ‘Hooray!’ REG
1140111: [rata] 1H: [rata] Inter
1141 [M: yatta? to itte, 1M2 Say, ‘Hooray!’ REG
1142 111: [jata]? 1H: natal? Inter
1143 [M: he-? 1M: Well!
1 144}: jozu jozu 1F: Very good! INTER
1145 1M2 hikaru chan tsugi wa rakki to 1M2 Hikaru, next say, ‘lucky.’ REG

iutte?
1146 S: ((in background says,» rakki. E2 ((in background says,» INTER
uck .

1147 1F 2 ((to S,» achan, shizukanishite.1F2 ((t: S,» Achan, be quiet. REG
1148 1M: hikaru chan moikai [rakxi], 1M: Hikaru, once more, ‘[rakzi],’ REG
1149 S: rakki, S: Lucky. INTER
115%: hikaru chan [rakzi] to itte, 1F 2 Hikaru, say, ‘[rak:i].’ REG
115W: hikaru [rakzi] to itte, 1M: Hikaru, say, ‘[rakzi].’ REG
llsaI-I: [ratj'I] 13: Iraqi] Inter

 

167

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1153 : he--, dekita dekita dekita. ja 1M: Well, you did it, you did it, INTER,
'karu chan, one? two? three? to you did it. OK then, Hikaru say, REG
'tte, ‘one? two? three?’
1154 [H: [1]? 11: [i]? Inter
1155 IM: jozu desune, ((spoken very 2 Very good, aren’t you? INTER
enthusiastically.» ((spoken very enthusiastically.» ' ' 1
1 15611:“ 2 ((telling B to be quiet.» F: ((telling B to be quiet.»
1157 1le one, two, three, 1M: One, two, three, REG
1158 1“: (111?) Hi (11]?) Inter
1159 2 four, five, ((to S,» matte. ja, 2 Four, five, ((to S,» Wait. OK REG
‘ Fkaru chan ni one two three to en, say ‘one two three’ for him.
'utte agete,
1160 E: ichi ni san de iindayo. (i.e. in 2 It’s OK to count one, two, INTER
apanese). ee (in Lapanese).
1161 2 one two three. one two three S: One two three. I wonder if we INTER
Four five wa irenaikana. can’t put in ‘One two three four
five.’
1162 2 hikaru chan, ichi ni san shi, 2 Hikaru, ‘one two three four’ REG/
£10 S,» a, nani yattenno, ((to H» (to S,» Ah, what are you doing? HEUR
hikaru nani kore, (to H» Ah, Hikaru, what’s this?
1163 1F: hikaru chan, sukiyo to itte, 1F 2 Hikaru, say, ‘1 like you.’ REG
1164111: ([il)1.i01 [HI (111)110] Inter
1165 [M: daisuki to itte, 1M2 Say, ‘I really like you.’ REG
116611-1: [tIa] 111: [11a] Pets/Inter
1167 M2 cha, cha, abu,abu,abu, abunai 2 cha, cha, (stuttering) INFORM/
angerous. INTER
1168 S: a abura S2 Ah, oil. INTER
1 169 IM: abu abu te iute 1%: Say, ‘abu abu.’ REG
1170 S2 abui. S: ‘abui.’ INTER
1171 1M: abu abu 2 ‘abu abu’ REG
1172 1F: achan shizukani 1F: Achan, be quiet. REG
117311-12 [uuu] 1H: [uuu] Pers
1174 2 bua bua to itten saki 2 Just before you were saying, INTER
1'“ ‘bua bua.’
1175 1H: [hu hu] 11:12 [hu hu] Inter
1176 E42 hora bua bua, abu abu te, abu EA: See? ‘bua bua.’ Say, ‘abu REG
bu to iutte? abu abui abui abui bu,’ say, ‘abu abu.’ Say, ‘abu
to iutte? abui abui. bui abui abui.’ ‘abui abui.’
1177 S2 abui. S: ‘abui.’ INTER
1178 1F: ((unclear)) abui abui to itte 1F: ((unclear)) Say, ‘abui abui.’ REG
1179111 [wa?] 111: [wa?] Pers

 

168

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11801M2 a? moikai abui abui. abui E4: Ah? Once more, ‘abui abui. REG
abui. bui abui.’
1181 H2 ((1aughs)) 1H: ((1aughs))
1182 E: [rakzi] to itte hikaru chan, 2Say, ‘:[rak i],’ Hikaru. Say, REG
atta? to itte, ‘Hooray’
1 183 [H: [da da]. '11: [da da]. Inter
1184 F2 [rak2i] wa, Jr: What about, ‘[fak2 i]?’ REG/INTER
1 185 1H: [Alli]. 1.1: [Ital]. Inter
11861M2 achi, 1M2 That way. REG
1187 11': dai suki wa, E2 What about, ‘I really like REG/
ou?’ INTER
118W: dai suki. 1M2 I really like you. REG
1189 F2 hikaru chan, sukiyo. F2 Hikaru,1 like you. REG
119013: [g'io] 1311110] Inter
1191 F2 dai suki. F2 Ireally like you. REG
1192113 ItIio] [H: [q'io] Inter
1193 1M & F2 sukiyo ka, 1M & F. 21 like you, 2 is it? INTER/HEUR
1 194 F2 dai suki, F: I really like you. REG
11951M: hikaru, takun wa, takun 2 Hikaru, what about ‘Takun, REG/
akun?’ INTER
119613: [a7n], 13: [a7n], Inter
11971M2 takun, 1M: Takun, REG
1198 1112 [a7n], 1H2 [a7n], Inter
1199F2 takun sukiyo te. F. Say, ‘Takun, I like you. REG
120013: [ijo], [tijo] 13: [ijo], [tijo] Inter
1201 [M: dai? suki, 1M: 1 really like you. INTER/REG
1202 13: [ijo ijo skijo], 3: [ijo ijo skijo], Inter
1203 2 hikaru chan, uma to ienai ne, 2 Hikaru, can’t you say, ‘horse, INTER/
a. orse?’ HEUR/REG
12041112 [pua]. 1H: [pua]. Inter
1205 1M2 pua janai, uma. 1M: Not ‘pua,’ ‘horse.’ INTER/REG
120613: [pua]. ]H: [pua]. Inter
12071M2 uma. 1M2 Horse. REG/INTER
1208111: [pua]. 1H: [pua] Inter
12091M: ja, poppo wa 1M2 OK then, what about, IN TER/
‘pOppo?’ REG
1210 [H: [papa] 1H: [papa] Inter
121 11M: peppo, poppo, 1M ‘pOppo poppo,’ REG
121213: [popo] [H: [pope] Inter
1213 [M: kisha poppo, ]M: The train says, ‘poppo.’ INFORM

 

169

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

1214 2 haro wa, haro, haro to itte, 2 What about ‘hello?’ (X2) INTER/
Say, ‘hello, hello.’ REG

1215 1112 [hadoz]. 1121: [hadoz]. Inter
1216F: haro wa, F2 What about, ‘hello?’ INTER/REG
12171112 [halo]. 1H: [halo]. ' . Inter
1218 F: a, jozu jozu. sukiyo, F2 Ah, very good! I like you. INTER
1219 13: [d3a]. 13: [d5a]. Pers
1220 2 dai suki, dai suki, hikaru chan 1F: 1 really like you (X2). Hikaru, INTER/

° suki wa, hikaru chan, dai suki can you say, ‘I really like you?’ REG

0 ittegoran, dai suki, Say, ‘1 really like you. I really
like you.’

1221 1H: [11]? [n]? 1H: [11]? [n]? Heur
1222 F2 sukiyo. sukiyo. F2 1 like you. (X2) INTER/REG
lZZfll—l: [n]? 111: [n]? Heur
1224 F2 moii? F2 Is that/Have you had enough? HEUR
122$: [n]. [H: [n]. Inter
1226113 owari? F2 Finished? HEUR
122713: [n]. 13: [n]. Inter
1228 [M hai to iutte 1M2 Say, ‘yes.’ REG
122913: [hai] 13: [hai] Inter
123W 2 ja owarinishimasu. F2 OK then, we’re finished. INFORM

 

 

170

 

 

(18“ Data set, 9/15/98,
8:40 PM)
H: l;10.26.

(18“ Data set, 9/15/98,
8:40 PM)
H: l;10.26.

(1815 Data set)

 

 

1231 ((nearby M is reading a book to1B((nearby M is reading a book to

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1B & S)) ‘ & 5))
1232 F2 hikaru chan, kore nani, F2 Hikaru, what’s this? HEUR
1233 F12 [ba?]. 1112 [ba?]. Inter
1234 1F: bo desuka, F: It’s ‘bo,’ is it? HEUR
1235 13: [n]. 3: [n]. Inter
1236 F2 so desuka. 1F 2 Is that right? HEUR
1237 [M: baibai to iutte, 1M: Say, ‘baibai.’ REG
123813: [ba? ba:] 13: [ba? ba:] Inter
12391M2 chigau chigau, kyo ietajanai. 1M2 No, No! Today you said it. INTER/
INFORM
1240 F 2 jozu jozu, baibai to ittegoran, F 2 Very good! Say, ‘baibai.’ INTER/REG
12411M: bai? 1M: Bai? REG
1242 : bai bai wa, 1F: What about,‘bai bai? INTER/REG
1243 H: [n]? [11]? [ba?] [11]? [11]? F1: [11]? [n]? [ba?] [11]? [n]? Inter/Pers
((excited?)) (excited?))
1244 En, ba ba ne? hikaru chan, haro 2 Uh huh, it’s ‘ba ba,’ isn’t it? HEUR/
o itte, haro wa, ikaru, say, ‘hello.’ ‘Hello?’ REG
1245 13: [n7 wr] 13: [A7 wr] pets
1246 F2 hikaru chan haro wa? F2 Hikaru what about, ‘hello?’ REG/HEUR
1247 [H: [a7 pi] [H: [a? pi] Pers
1248 F2 sore bun bun, F2 That’s bun bun, INFORM
1249 13: [ba ba bo] 13: [ba ba bo] Inter
1250 E2 baibai to itte (.) hikaru chan, Ea Say, ‘bye-bye.’ (.) Hikaru, REG
aibai to itte? y, ‘bLe-bye?’
1251 M: ((reading a book, she 2 ((reading a book, she REG
addresses H,» hikaru chan sa, dresses H,» Um, Hikaru, say,
chikin to itte, chikin, ‘chicken, chicken.’
1252 2 ima chotto nodo ga kawaite, 1F: Now he is a bit thirsty. He is INFORM
usu o nondeimasu. drinking some juice.
1253 2 ((continues reading the 2 ((continues reading the
19) 019)
1254 F; 2 baibai to itte, mada jusu F Say, ‘bye-bye.’ Doyou still REG/
omuno? chikin to itte, ant to drink some juice? Say, HEUR
‘chicken.’
1255 11-12 [di]. 1H: [di]. Inter
lZSflF 2 moikai, chikin, F2 Once more, ‘chicken.’ REG
1257 13: [dgi d31] F1: [dsi dsi] Inter

 

 

171

u s uma-2.14.! 1

11""

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1258 F: a jozu jozu. moikai, chikin, F2 Ah, very good! Once more, INTER/
‘chicken.’ REG
125913: [d31031] 3: [d31d3i] Inter
126011;: hai hai, jozu jozu, ja, baibai 1F: Yes, yes. Very good! Then, INTER/
a ‘bye-bye.’ ' REG
1261 13: [ba? ba] 3: [ba? ba] * (me,
1262 F2 baibai. 1F 2 Bye-bye. REG
1263 [M: baibai to itteru. . F42 You are saying, ‘bye-bye.’ INTER
1264 13: [ba bag 3: [ba bag Inter
1265 2 so. babai ne, babai moikai 1M2 Right. Bye- -bye. Say, ‘bye- INTER/
itte, babai, babai. doshite hikaru bye’ once more. ‘Bye-bye. Bye- REG/
12han, tsukaretano? bye.’ What’s wrong, Hikaru? HEUR
Are you tired?
1266 ((M continues reading a book ((M continues reading a book
110 the other children for a while to the other children for a while
then turns back to H,» then turns back to H,»
1267 2 hikaru chan, haro wa? 2 Hikaru, hello? INTER/REG/
HEUR
1268 2 [haui] ((loud grufi' growl.» whaui] ((loud gruff growl.» Pers?
X2)
1269 F2 nani sore, hai wa? F2’What s that? Yes? HEUR/REG
1270111: [hag] (high-pitched) (X3) [F321,] (high-pitched) (X3) Inter
(laughs.)) [an ((laughs.)) (laughs )1 [an ((1aughs))
1271 F 2 poppo to itte hikaru chan, Say,‘ poppo,’ Hikaru, REG
poppo? hikam chan, poppo wa, [10 poppo ’Hikm ‘poppo?’
hikaru chan, poppo wa, ikaru, ‘poppo?’
1272 [M: ((continues reading.» 1M: ((continues reading.»
1273 F2 hikaru chan, haro to itte, haro. F2 Hikaru, say, ‘hello, hello. (. ) REG
.)
1274 2 hikaru chan, papa to itte, 2 Hikaru, say, ‘papa, papa.’ REG
apa
1275111: than ((laughs,» [2111 IH: [hai] ((laughs.)) [an Inter
12761M: hikaru chan, 1M: Hikaru. INTER
1277 2[a ta], [3: [a ta], Inter
1278 2 achan to itta mitai. S: It seems he said, ‘Achan.’ INFORM
1279 2 takun wa, 1F: Takun? REG
12801112 [a7n]. 11-12[a7n]. Inter
1281F2 takun. F: Takun. INTER
128213; [a7n]. ji: [a7n]. Inter
1283 F: achan, F2 Achan, INTER
1284 El: ((laughs between drinks of F1: ((laughs between drinks of
uice )) Ice. ))

 

 

172

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1285 IM: totan sukiyo to itte, totan IM: Say, ‘Dad, I like you.’ Again, REG
sukiyo to itte mata. hikaru chan. say, ‘Dad, I like you,’ Hikaru.

1286 H2 [a7n] ((the final [11] is held for F1: [a7n] ((the final [11] is held for Inter
Eome time giving the overall ome time giving the overall

tterance a gruff quality.» . tterance a gruff quality.»

1287 [M: [a7n] janai, totan. IM: Not [a7n], ‘Dad.’ INTER/REG

1288 2 [a7n]. ((again, [11] held for a 2 [a7n]. ((again, [n] held for a Inter

ong time.» ong time.»

1289le totan [M: Dad. INTER/REG

1290 III: [to ta] [H: [to ta] 1m,-

1291 2 totan sukiyo IM2 Dad, I like you. INTER/REG

1292 III: [to ta It] III: [to ta It] Inter

1293 F2 sukiyo F: I like you. INTER/REG

129411-12 [f1 jo] [H: [II jo] Inter

1295 IM: dandan chigattekitane. a, 1M: It’s gradually getting HEUR/
mata nonderu. totan, sukiyo, (.) different, isn’t it? (.) Dad, I like REG

ou.

1296 IM: hikaru chan, chizu to itte, 'M: Hikaru, say, ‘cheese, cheese.’ REG/
bhizu, hikaru chan ga suki na The thing that Hikaru likes. INTER
mono,

1297 2 [i] ((this sound is held for F1: [i] ((this sound is held for Pets

uite a long time, then he quite a long time, then he
queals.)) squeals.»

1298 [M: chigau. [M: No/That’s wrong. INTER

1299 F2 chizu wa, chizu, F2 Cheese? Cheese. REG

1300 2 chizu to itte, chiya desho, 2 Say, ‘cheese.’ It’s ‘chiya’, REG

hiya. chiya iutte, hikaru chan, 'ght? ‘chiya.’ Say, ‘chiya.’
hizu, ikaru, ‘cheese.’

1301 [H: ((laughs.)) [H: ((laughs.))

1302 F2 chiya. F: ‘chiya.’ REG

1303 [H: [aja ta]. [H: [aja ta]. Pers

1304 [M: nani iutteno. [M: What are you saying? HEUR

1305 F2 nani iutteno ima, F2 What are you saying now? HEUR

130611-12 ((squeals,» [da], [3]? [a]. F12 ((squeals,» [da], [a]? [a]. Pers

1307 [M2 jizasu to itte, jizasu, JM: Say, ‘Jesus, Jesus.’ REG

1308 F2 hikaru chan, jizasu to itte, F2 Hikaru, say, ‘Jesus, Jesus.’ REG
'izasu,

1309 2 hikaru chan, nan no hon to 2 Hikaru, which book do you HEUR
'kuno, poppo no hon to iku no, ant to take with you? Do you

ppo no hon, ant Poppo’s book? Poppo’s
ook?
1310FI: [po] ((whispered.» F1: [po] ((whispered.» Inter

 

 

173

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1311 IM: poppo no hon o mottekite ja. IM: Then bring Poppo’s book. REG
soko janai desho, kochi desho. Not over there. This way, right?
poppo no hon wa soko ni aru ja Eoppo’s book is not there. Hurry
nai. haiyaku tottekite, p and get it.
1312 H: [n]. H: [n]. ~ 'Inter
1313 2 bideo janai. hon. (.) M: Not the video, the book. (.) 2 INTER/REG 2
1314 [H: ((grunts and squirms a bit» 2 ((grunts and squirms a bit»
1315 R12 hikaru chan, poppo no hon E: Hikaru, where’s Poppo’s HEUR
a, ok?
1316 F2 hikaru chan, pappa wa, haro 2 Hikaru, ‘pappa? Hello?’ REG
wa, hikaru chan, haro. ikaru, ‘hello?’
1317 H2 [ba], [11]? [H2 [ba], [11]? Heur?
1318 & F: ((simultaneously,)) a, E:& F: ((simultaneously,)) Ah, INTER
'koki ne. airplane, isn’t it?
1319 [M: bun dane, [bum]? 2 It goes ‘bun,’ doesn’t it? INTER
[bum]?

1320[H: [11] [ba]? [11] [buz]?[n]? [H: [n] [ba]? [n] [buz]?[n]? Inter
1321 [M: bun dane, [buzn]? 2 It goes ‘bun,’ doesn’t it? INTER
[buzn]?

1322 F2 jozu jozu. F 2 Very good! INTER
1323 IM: hikoki [buzn]? dane, IM: The airplane goes ‘[bu:n]?’ INTER

oesn’t it?
1324 ((at this point M begins reading, ((at this point M begins reading.
S a book about butterflies S a book about butterflies
Kchocho, in Japanese), and afier Kchocho, in Japanese), and after
reading about 20 seconds and reading about 20 seconds and
ying the word ‘chocho’ several aying the word ‘chocho’ several
imes, H says...» Fimes, H says...»
13251“: [d30d30] [Hi [dSOdSOI Inter
1326tv1& F: ((M & F simultaneously & F: ((M & F simultaneously HEUR/
bout,» a? chocho desuka? jozu. shout,» What? Is it a butterfly? INTER
Very good!
1327 S: moikai iute, S: Say it again. REG
1328 [M & F 2 chocho, lM & F 2 Butterfly. INTER
1329 El: ((laughs,» [dou do"] ((spoken Fl: ((laughs,» [dou do"] ((spoken Inter
lowly.» lowly.»
1330 [M & F2 ((laugh.» [M & F2 ((1augh.»
1331 E5: kyo hajimete ittene, chocho E4: Today is the first time he’s INFORM
a ne. aid butterfly.
1332 2 [do: do: do:] ((shouts many 2 [do: do: do:] ((shouts many Inter
imes then,» [do do:]. imes then,» [do do:].
1333 [M: chocho ne, IM: A butterfly, isn’t it? INTER

 

 

174

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1334 2 [d30d30] ((high pitched,» 2 [d30d30] ((high pitched,» Inter
1335 F2 kore ga chocho. F: This is a butterfly. INFORM
1336 I [(3310de «softly,» (.) [37] H [030(130] ((SOfily,» (-) [a7] Inter
[030(130] (X3) ((loudly,))(-) [d30d30] (X3)((10udly,))(-)
1337 ((M keeps reading a book for ((M keeps reading a book for
several minutes.» several minutes.» '
1338 F2 hai. kyo de kore F2 OK, that’s all for today. INFORM
owarinishimasu.
1339 IH: ((squirms and fusses.)) H2 ((squirms and fusses.))
1340 F: mada yaruno, 2 You want to do more? HEUR
1341j1-1: [n]. Fl: [n]. Inter
1342 F2 ja, chocho. 1F: OK then, (say), ‘butterfly.’ REG
1343 [H: [d30d30] [a7]. H: [dsodso] [a7]. Inter

 

 

175

 

 

(19“! Data set, 9/20/98,
6:00 PM)
H: 1:11.00.

(19‘ Data set, 9/20/98,
6:00 PM)
H: 1:11.00.

(19th Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 
 
  
 
 
 

   
  
 

 

 

 

 

 

 

1344 2 ((comments that H is eating E; ((comments that H is eating HEUR/
apes. F is trying to get H to say apes. F is trying to get H to say REG
arious words» hikaru chan, ' arious Words» Hikaru, Is it ' '
ishi? oishi? oishi desuka, hikaru elicious? Is it delicious, Hikaru?
han, takun to itte, takun wa, ay, ‘Takun. Takun?’
1345 [H: [a7n], IH: [a7n] Inter
1346 F2 akun, hai. ja otosan wa, F: Yes ‘akun.’ OK then, ‘Father.’ INTER/REG
1347 [H: [to ta], [H: [to ta], Intel-
1348 F2 hai, hai, jozu, okasan wa, FM Yes, yes, very good! INTER/
‘Mother?’ REG
1349 [H: [to ta], IH: [t0 ta], Inter/Pers
1350 F2 tosan desuka. achan wa, F2 It’s ‘Father,’ is it? ‘Mother?’ INTER/REG
1351 [H: [ti day] IH: [ti daU] Inter/Pers
1352 F2 achan sukiyo to ittano, hai, F8 Did you say, ‘I like Achan’? HEUR!
osan, sukiyo. es ,‘Dad, I like you.’ REG
1353 [H: [to ta tsi jo], IH: [to ta tsi jo], Inter
1354 F2 hai jozu jozu, jozu jozu (.) [15:2 Yes, very good, very good! (.) INTER/
otte to ittegoran, totte. ay, ‘take it, take it.’ REG
1355 [“3 [totan], IH- [totan] Inter/Pets
1356 F2 chocho ieru, chocho. chocho 2You can say butterfly, INTER/
'itakunai? utterfly. Don’t you want to say, HEUR
‘butterfly?’
1357 [H: [n]. [H.[n]. Inter
1358 F: so. hikaru chan nansai, Kim? I see. Hikaru, how old are INTER/
HEUR
1359 1H3 [n] [H:[n] Pers
1360 2 issai. ham to itte, hikaru chan, 2One year. Say, ‘hello,’ Hikaru, REG
aro wa, (.) hikaru chan, haro ‘hello.’ (.) Hikaru, ‘hello?’
a, (.) hikaru? haro wa, haro. ikaru? ‘Hello?’ ‘Hello, hello.’
0. ((F comments that H is (F comments that H is playing
laying with some blocks. )) 'th some blocks.» Hikaru,
aru chan, haro wa, haro. ‘hello?’ ‘Hello.’
1361 . 2[n], ((held for a long time 2 [11], ((held for a long time Pers
'th falling intonation.» 'th falling intonation.»
1362Eotosan to itte, poppo wa, F2 Say, ‘Father.’ ‘Poppo?’ REG
ppo, peppo. ‘Poppo, poppo?
1363 [H: [n]? [11]? [ba]. $1: [11]? [n]? [ba]. pers
1364 F2 oishi? 1F: Is it delicious? HEUR

 

176

 

 

1365 F1: [n]? [n]? [do]. [n]? [n]? [n]?
(

Fl: [11]? [11]? [do]. [n]? [n]? [n]?
(

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

excitedly.» excitedly.» Reg/Pers
1366 2 budo oishi ne? E. Grapes are delicious, aren’t HEUIU
IF 1:}? INTER
1367 IH: [11]? [n]? [n]? [n]? [H: [n]? [n]? [n]? [n]? Reg/pets
1368 F2 budo oishi? F2 Are the grapes delicious? HEUR
1369]H: [n]? [do o 1] Fl: [11]? [do 0 i] Hem/Inter
1370 E2 toreta. toreta. oishi? haro to F: I took it off (X2). Delicious? INFORM!
'tte, haro. hai wa, hai. haro wa, ay, ‘hello, hello.’ ‘Yes? Yes.’ REG
aro. poppo wa, ‘Hello? Hello.’ ‘Poppo?’
1371111: [pa] ((squeals» [e] (X3) IH: [pa] ((squeals»191(x3) Pers
1372 ((short pause here.» ((short pause here.»
1373 2 oishi? maiku wa budo o 2 Delicious? The mic doesn’t HEUR/
Ebemasen. oishi? oishi to itte, at grapes. Delicious? Say, INFORM]
'karu chan, oishi? ‘delicious,’ Hikaru. Delicious? REG
1374 [H: [n]. Fl: [11]. Inter
1375 2 so. takun to itte, takun. sore 2 I see. Say, ‘Takun, Takun.’ INTER/
ofu, mabodofu. atsuiyo. [atj'iz] to at’s tofu. Mabodofu (Chinese REG/
'ttegoran, Fish). It’s hot! Say, ‘[atj'i:].’ INFORM
hot)
13761112 ch(i), taberu no, chotto 2 ‘ch(i),’ (hot). Will you eat? INFORM/
atene, hikaru. ust a minute, Hikaru. HEUR/REG
1377 2 tabetai? ja fufushiyo, fufu, 2 Do you want to eat? OK then, HEUR/
[F fet’s blow on the food (to cool INTER/
't). Blow. REG
1378 F1: ((squirms then cries.» [H: ((squirms then cries.»
1379 2 kochi, kochi, kochi, (.) hai ja 2 This way (X3) (.) OK then, REG
jiresusama gohan arigato? amen. esus, thank you for this food.
en.
1380 [H: ((begins eating.» [H2 ((begins eating.»
1381 2 oishi? oishi? oishi? oishi 2 Delicious? (X4) Ah, Takun HEUR/
Fesuka. a, takun ga kita, takun to e. Say, ‘Takun.’ REG
'tte,
1382111: [a7n]. F1: [a7n]. Inter
1383 2 hai, jozu. achan wa, iyo to itte E2 Yes, very good! ‘Achan?’ INTER/
'karu chan. ay, ‘iyo (OK)’ Hikaru. REG
1384 [H: [n]. E: [n]. Inter
1385 F: hikaru chan, iyo te, F2 Hikaru, say, ‘OK.’ REG
1386 F1: [ijo], 1H: [ijO], Inter
1387 F2 hai, jozu, moikai, iyo te, : Yes, very good! Once more, INTER/
ay, ‘OK.’ REG

 

177

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1388 Fl: [i joz] ((much louder and F111 )0: ] ((much louder and Inter
learer than the previous one.» learer than the previous one. »

1389 E: hai, jozu jozu, (.) hikaru chan, E5111: Yes, very good! (. )Hikaru, INTER/
ai to itte, hai, (.) hikaru chan, ay, ‘Yes, y.es ’()Hikaru, ‘Yes, REG
ai, hai, ‘

1390[H: [hay]. [H:[h Inter

1391 F: a, jozu jozu, haro wa, haro, F2Ah ,very good! ‘Hello?’ INTER/

‘Hello. REG

1392 [11: [a o] [11: [a o] Inter

1393 F: hao natchaoka, F: It became ‘hao,’ did it? HEUR

1394 [H: [ha 02]. [H: [ha 0 '.] Inter

1395 F2 halo wa muzukashika. F218 ‘Hello’ difficult (to say)? HEUR

1396[M2 takun datte, hado to itteta. 2 In Takun’s case, he said, INFORM

‘hado.’

1397 S: hado. S: ‘hado.’ INFORM

1398 1M: a achan ga hado to, [M: Ah, it was Achan who said INFORM

that.

1399 F 2 hikaru chan, hikaru chan, 2 Hikaru, Hikaru, [halo]. REG

[halo].

1400[1—12 [ha 08] 2[ha 08] Inter

1401 F: a, so narimasuka, F2 Ah, is that what it becomes? HEUR

1402 [M2 hikaru chan, budo? [M: Hikaru, ‘grapes?’ REG

1403 F2 [bu doz] F: [bu do ] REG

1404 [11: [ba ba] [11: [ba ba] Inter

1405K: baba janaino, budo, budo. Pot ‘baba,’ ‘grapes, grapes.’ INTER/REG
ikaru chan, budo. Flikaru,‘ grapes.

1406 2 ((to H,» hikaru chan, kore E: ((to H,» Hikaru, under this, REG/
hita de, oisu no shita ni ut it under the chair. You INTER/
kundayo. wakatta ne? isu no derstand, right? Under the HEUR
hita ne (.) datte, koko ni hair (. ) But, if you put it here,
itoittara gohan taberenaijanai. on can t eat Sister always put
oko ni itsumo onechan t/hers here, right?
iterudesho?

1407 [H2 ((whines a bit then cries.» [H: ((whines a bit then cries. ))

1408F2 hikaru chan, budo wa, budo, F2 Hikaru,‘ grapes, grapes.’ REG

1409[11: ((whines.» [11: ((whines. ))

1410F2 hikaru chan, iyo, F. Hikaru, ‘OK.’ REG

1411 [HI «softly,» [i101 [H ((8011138)) [ii0] Inter

1412 2 oishi? iyo (.) hikaru chan, F2 ‘Delicious?’ ‘OK’ (.) Hikaru, REG

un, ‘Takun.’

1413[I-12 [a7n]. [H: [a7n]. Inter

1414 F: otosan 1F= 2Father.’ REG

 

178

 

 

 

 

 

 

 

 

 

 

 

 

 

1415 [1: [o to to:], ((the last ‘to’ is he] (1F: [0 to to: 1, ((the last to’ is held Inter
uch longer than the first.» uch longer than the first. ))

1416F2 otosan to itterun desuka. F2 Are you saying, ‘Father?’ HEUR

1417 [M2 okasan wa, [M: ‘Mother?’ ‘ REG

1418[:2 tosan suki yo (X3) hikaru E: ‘Dad, 1 like you. (X3 ) Hikaru, _ REG .

han. sukiyo te. a , ‘1 like you.’ '

1419[H2 ((laughs.)) [H: ((laughs. ))

1420 F: ba to itte, ba. baba to itte, babanba Say, ‘ba, ba.’ Say, ‘baba, REG
ab

1421 [11: [ba? bag [11: [ba? bag Inter

1422F2 hai jozu jozu, sukiyo te, F211 Yes, very good! Say, ‘I like INTER/
ou REG

1423[11: [ki jo] ((high-pitched.» [11: [ki jo] ((high-pitched. )) Inter

1424F2 hikaru chan, oishi? F2 Hikaru, ‘delicious?’ HEUR

1425 [11: [n]. [H: [n] Inter

 

 

179

 

 

(20“ Data set, 9728/98,
10:00 PM)
H2 l;11.08.

(20“ Data set, 9728/98, 10:00

”O
H: l;11.08.

(20arData set)

 

 

1426 [H2 ((laughing.»

[H: ((laughing.»

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1427[M2 iyaiya. N2 ‘iyaiya.’ REG '
1428 [H: ((1aughs)) H2 ((1aughs))
1429 [M2 iyaiya to itte? [M2 Say, ‘iyaiya.’ REG
1430 F 2 otosan to itte, F2 Say, ‘Father.’ REG
143 Ill-12 [do da] ((then laughs a little)) [H2 [do da] ((then laughs a little)) Inter
1432F2 hai jozu jozu, hai to itte, F2 Yes, very good! Say, ‘Yes.’ INTER/REG
1433 [11: [111;], [11: [hag], 1mg,
1434F2 haro wa, haro. F: ‘Hello? Hello.’ REG
1435 [H: [291']- [11: [24.99]- Pers
1436 [M: auch. hikaru chan, ‘auch’ [M: Ouch! Hikaru says words like INFORM
toka ne, ‘yak’ toka iuyo. ‘ouch’ and ‘yuck.’
1437 F: kochi to itte, F: Say, ‘This way.’ REG
1438 H: [0111]. = [011' I1- Inter
1439 2 achi? F2 That way? HEUR
1440 2 hikaru chan, dochi. kochi? 2 Hikaru, which way? This HEUR
chi? kochi achi, dochi. way? That way? This way, that
Way. Which way?
14411H: [hm], IH: [hm], Heur
1442JF: dochi, [F2 Which way? HEUR
1443 [M: kochi? 2 This way? HEUR
1444 ((The first minute and a half of ((The first minute and a half of
this part of the tape is distorted this part of the tape is distorted
due to tape or battery problems. due to tape or battery problems.
Through the distortion Hikaru Through the distortion Hikaru
can be heard saying what appear can be heard saying what appear
to be a few words he has already to be a few words he has already
Mttered: pipi, Takun ([a7n]), and luttered: pipi, Takun ([a7n]), and
In new word, tofu [ohu]. He uses new word, tofu [ohu]. He uses
the toilet at this point. When he e toilet at this point. When he
returns, his father begins to turns, his father begins to
sm&» ma»
1445 2 chotto, oshigoto ga 2 Well, he has finished his job! INFORM]
warimashite, e- oshiri o m, he is wiping his bum right REG
ttekita tokoro desu. hai, ow. Yes, Hikaru say, ‘poop,
'karu chan ittekudasai, unchi, oop.’ Hikaru, say, ‘poop.’
chi. hikaru chan, unchi to itte,
1446[H: [0111]. [H: [0111]. Inter

 

 

180

{mm—”m

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1447 2 unchi, hai, unchi ga demashita 2 ‘Poop,’ yes. You pooped. INTER/
moikai, unchi. cemore, ‘poop.’ REG
1448 : [01321]. [11: [0111]. Inter
1449F2 unchi. F2 ‘Poop.’ INTER/REG
1450 11: [win]. [11: [01111]. 1 - Inter
1451 F2 hai, unchi to itte, F: Yes, say, ‘poop.’ INTER/REG '
1452 11: [01111]. 111: [0111]. Inter
1453 F2 hai, unchi ga demashita, hai. 2 Yes, you pooped. Yes. INTER
1454 [M: deta to itte, deta, E4: Say, ‘It came out. It came REG
ut.’
1455 F2 ja, deta to itte, deta, deta, 2 OK then, say, ‘It came out, REG/
ienai? )’ Can’t you say, ‘It came HEUR
ut?’
1456 'H: ((squirms and fusses a bit.» [H2 ((squirms and fusses a bit.»
1457 F2 sonnakoto ienai? F: Can’t you say that? HEUR
1457 2 [n]. ((this sounds very much [H: [n]. ((this sounds very much
ike a typical Japanese adult like a typical Japanese adult Inter
greeing with the previous agreeing with the previous
tatement, in essence meaning tatement, in essence meaning
‘No, (I can’t say ‘it.).’)) ‘NO, (I can’t say ‘it-)-’))
1458 ((brief pause here.» ((brief pause here.»
1459 [F 2 unchi. 2 ‘Poop.’ INTER/REG
1460 [11: [qt] [1111111 1]. [11: [111] [111111 I]. Inter/Pers
1461 [[VI: hikaru chan, kochi, kochi [M2 Hikaru, this way, that way... INTER/REG
o. ..
1462 ; [otj'I]. [11: [out]. Inter
1463 [M2 achi. [M2 That way. INTER/REG
1464 [H: [all I]. [H: [at]' I]. Inter
1465 [M: kochi. [M: This way. INTER/REG
1466[H2 [011 I]. [H: [0111]. Inter
1467[M: sore wa unchi. [M: That’s ‘poop.’ INTER
1468 [11: [III 111], [H: [111 111], Inter
1469 [M: chocho wa. [M: ‘Butterfly?’ INTER/REG
1470]}712 [do do]. [H: [do (10]. Inter
1471[M: chocho? [M: ‘Butterfly?’ HEUR
1472[H2 [(110)11’0] [H: [(UG) IIO] Inter
1473 [M2 hocho ka, [M: A large kitchen knife, is it? INTER/HEUR
1474 [H: [111 11' I] [H: [11' I 111] Inter
1475 [M2 dai-sukiyo, 1M: 1 really like you. INTER
1476 [H2 [11' I if I], JH: [U1 U1], Inter

 

 

 

181

”a"

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1477 M2 hikaru chan, dai-suki te, [M: Hikaru, say, ‘I really like REG
ou.’
1478 H: [111 111], H: [U1 U1], Inter
1479 [M: iyaiya? ‘MI ‘iyaiya?’ INTER/HEUR
1480 11: [tIrq't]. H: [11:11:]. Inter/Pers
1481 2 chinchin te iitaino? 2 Are you trying to say, ‘ HEUR/
‘penis?’ INTER
1482 2 [n]. I [n]. Inter
1483 [M: [n]? hikaru chan, ba ba i-? to 2 Really? Hikaru, won’t you INTER/
'uwanaino, ay, ‘ba ba I-?’ HEUR
1484 H2 [ba? ba], [H2 [ba? ba], Inter
1485 [M: bai bai, [M: ‘bai bai 2 INTER/REG
1486 [H2 [ba ba]. [H: [ba ba]. Inter
1487 [M: bai bai, [M: ‘bai bai.’ INTER/REG
1488 [H2 [ba ba] [H2 [ba ba] Inter
1489 [M: bai bai, 1M: ‘bai bai.’ INTER/REG
1490 [11: [ba ba] : [ba ba] Inter
1491 [M: totan sukiyo to itte, 2 Dad, I like you. INTER/REG
1492 H: [tijo]. [H: [tijo]. Inter
1493 'M: haro wa, [M: ‘Hello?’ INTER/REG
1494 H2 [dodo2] [H2 [dodo2] Inter
1495[M: haro, [M: ‘Hello.’ INTER/REG
1496[11: [dodo]. [11: [dodo]. Inter
1497[M2 hikaru chan, auch to iudesho? 2 Hikaru, you can say, ‘ouch,’ HEUR!
'ght? INTER
1498[I1: [doda] [tota]. [11: [doda] [tota]. Inter/pore
1499 [M: totan, totan suki janaino? [M: Don’t you like Dad, Dad? HEUR
1500[11: [n]. [H: [n]. Inter
1501 [M: ara. 2 (A statement of surprise such INTER
‘Oh my!’ or ‘What?’)
1502 S: ara. S: ((S repeats M’s utterance.» INTER
1503 2 ((laughs.)) [H: ((laughs.))
15041M: igai na hakken o. [M: What an unusual discovery! INFORM
1505 ((short pause.)) ((short pause.))
1506 2 hikaru chan, [dsija], [d3i2ZAs]1M2 Hikaru, ‘[d5ija],’ say, REG
0 ittegoran, hikaru chan. ‘[d51:71\s], Hikaru.
1507 [11: [d3ija]. [11: [dsija] Inter
1508[1_\42 jizasu [M: Jesus. INTER/REG
1509 [11: [d3ia]. [11: [d3ia]. Inter
1510[M2 chizu wa? [M2 ‘Cheese?’ HEUR/REG

 

182

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1511[11: [dga] [d3ia] [11: N33] [d3ia] Inter
lSlZF/i: [tj'ija Uija] wa chizu no koto 1M: ‘[t]'ija flija]’ means cheese, HEUR/
e? fight? INTER
1513 [11: [1110]. 11: [1110]. Inter
1514 F2 hai, jizasu. F 2 Yes, Jesus. INTER
1515 [11: [d5i a] [11: [d3i a] Inter
1516F2 hai, jizasu. F: Yes, Jesus. INTER
1517FI: [d3i a?]. [H: [dai a7]. Inter
1518[F: hai, [d3ia7]. r: Yes, ‘[d3ia7].’ INTER
1519 [M: chizu wa [tj'ija] nandayo, [M: Cheese is ‘[1]'ija],’ INFORM
152%: n. F: Uh huh. INTER
1521 E42 ima hikaru chan ne otosan ne, 2 Right now, Hikaru, Father... INFORM
n ((unclear)) (unclear))
1522[11: [03,1 a], [031 a], [d3i a]. [11: [051 a], [d3i a], [03,1 3]. Inter/pom
1523 F2 otosan suki? F2 Do you like Father? HEUR/INTER
1524111: [99211, 19312111, [dsi 2111. [H: [dai an, [dai 2111. [d3i en. Inter/Pers
1525F2 otosan suki? F2 Do you like Father? HEUR/INTER
1526 [11: my 23;], [11: [d5i an, Inter/Pers
1527[1=; [dsi 9;], janakute. F: Not ‘[d31 all? INTER
1528 [11: [111 211, [11: [11111;], Inter/Pets
1529F2 otosan to itte, hai, otosan to F2 Say, ‘Father,’ yes, say, REG
’tte, ‘Father.’
1530 [11: ([to ta7]) ((unclear.» [11: ([to ta7]) ((unclear.» Inter
1531 F: a, okisugi okisugi, otosan te, F2 Ah, that’s too loud, that’s too INTER/
oud! Say, ‘Father.’ REG
1532 [H: [to ta]. [H: [to ta]. Inter
1533 F2 sukiyo te F2 Say, ‘I like you.’ REG
1534 [H: [to ta]. [H: [to ta]. Inter
1535 F: sukiyo, [F2 Say, ‘I like you.’ REG
1536 [11: [111 a]. 111: [tji a]. Inter
1537 F2 aishiteruyo te, F: Say, ‘I love you.’ REG
1538 [11: [tj'i a]. [11: [the]. Inter
1539 F: aishiteru te, F2 Say, ‘I love you.’ REG
1540[11: [d3i a]. [11: [G51 a]. Inter
1541 [F2 aishiteru, F: ‘I love you.’ INTER/REG
1542[H: [t] i a]. [H: [lj'i a]. Inter
1543F2 aishiteru? 2 Do you love me? HEUR/INTER
1544F-12 [d3i a]. H: [d3i a]. Inter

 

 

 

183

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

owarimasu.

 

 

going to sleep. That’s all (for
today).

 

1545 2 aishiteru to iu to kubi o 2 When he says, ‘I love you,’ he INFORM
futteimasu. suki dakedo hakes his neck (head.) It
aishiteinai so desu. appears he likes (me) but doesn’t
love (me.)
1546 [H: ((laughs.)) H2 ((laughs.)) , _
1547 F2 aishiteru? ' F2 Do you love me? . HEUR/INTER '
1548 [11; [111 a]. 11: [tj'i a]. Inter
1549 F2 ((laughing,» chigau. 2 ((laughing,» No! (You) like INTER
ukidakedo, aishitenai. e but (you) don’t love me.
1550[11: [IIi a]. [11: [III a]. Inter
1551 F2 kubi o furinagara (kuchi ga) F2 While he shakes his neck INFORM/
itteimasu. okasan to itte, (head), (his mouth) is open. Say, REG
‘Mother.’
1552 [H2 [uwa uwa wa wa wa]. H: [uwa uwa wa wa wa]. Pers
1553F2 hai to itte, F2 Say, ‘Yes.’ REG
1554[H2 ((squirms a bit» [H: ((squirms a bit»
155T: kore shitemo ii desuka. iiyo to F) Is it OK if I do this? Say, ‘It’s HEUR]
'tte, K.’ REG
1556 [H2 ((squeals and fusses.)) [H: ((squeals and fusses.))
1557 F: mo nemukunattekitaka. hai, F2 Well, he is getting sleepy. INFORM/
'iyo te Yes, say, ‘It’s OK.’ REG
1558 [H2 ((whimpers» : ((whimpers»
1559 F2 hai, iiyo [Fz Yes, ‘Its’ OK.’ INTER
1 560 [H: ((whimpers» IH2 ((whimpers»
1561 F2 mo dame, mo nerumitaidesu, F2 It’s no good. It seems he is INFORM

 

 

184

 

 

 

(21" Data set, 10/2/98, (21st Data set, 10/2/98,
12:50 PM) 12:50 PM)

H: 1;ll.12. H: I;ll.12.

 

(21" Data set)

 

1562 [8: ((humming in background)) [B ((humming in background»

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1563 LP; hikaru chan saki to itta. totai, E: Hikaru, did you say, ‘before?’ HEUR/
otai. totai to itte, ay, ‘totai, totai, totai,’ REG
1564 IH: [mtg]. [H: [twat]. Inter
1565 F: hai jozu jozu. kawaii to itte, IF: Yes, very good! Say, ‘cute.’ INTER/REG
1566 [H: ((squeals)) ]I-I: ((squeals))
1567117: kawaii, IF: ‘Cute.’ REG
1568 H: ((squeals)) [H: ((squeals))
1569 IF: kawaii to itte, IF: Say, ‘Cute.’ REG
1570 IM: kawaii mono minakya kawai IM: You must show him a cute INFORM
to ienaiyone. thing if you want him to say
'cute.‘
1571 IF: soka soka. kore kawaii? kore. IF: That’s right, that’s right. Is INTER/
this cute? This. HEUR
1572 [H: [n]. [H: [n]. Inter
1573 E kawaii? kawaii? kawaii to ittefi; Cute? Cute? Say, ‘cute.’ REG
'karu chan, kawaii. ikaru, ‘cute.’
1574 [M: dore ga kawaii, [M: Which one is cute? HEUR
1575111: [mi]. 00) [H: [mi]. (X2) pers
1576 : haro wa, haro, poppo wa, E‘Hello? Hello.’ ‘Poppo, REG
ppo, ppo?’
1577 IM: poppo wa naine, [M: Poppo is not there, is it? INTER/HEUR
1578 [H: [a? papa a7 ba]. [H: [a? papa a? ba]. Inter
1579 [M: ita? [M: Was it there? INTER/HEUR
1580111: [n]. [H: [n]. Inter
1581 [M: kore wa? [M: What about this? INTER/HEUR
1582 [H: [dA7] [11]? [a?] [H: [M] [n]? [a?] Inter/Pets
15831M: wonwon iru? ]M: Is there a dog? INTER/HEUR
158411: [p0p0p01((whi8pered.)) paztpopop0111whispered.» Pers
1585 [F2 papai te, ]F: Say, ‘papai.’ REG
1586111: «grunting» [H: «grunting»
1587 F: haro te. honyubin de jusu o E: Say, ‘hello.’ He is drinking REG/
ondeimasu. haro to itte, 'uice from a baby bottle. Say, INFORM
‘Hello.’
1588 [H: [otota]. [H: [otota]. Pers/Inter
1589 E: otata to iutano? soka soka, : Did you say, ‘Dad?’ Is that so, HEUR!
tosan. 's that so? Father. INTER
1590 [H: [otoz], El: [otoz], Inter

 

185

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1591 : oto desuka? : It’s ‘oto,’ is it? HEUR
1592 [M: okasan wa? : What about, ‘Mother?’ REG/HEUR
1593 F: okasan wa, F: What about, ‘Mother?’ REG/HEUR
1594 IH: [ta] [ta], ((SPOken gruffly-D HI [ta] [ta], ((513010:n grufflYJ) _ Inter
1595 F: okasan, F: ‘Mother.’ REG
1596 [H: [dota], H: [dota], _ Pers
1597 F: totan, takun wa, takun, IF: ‘Dad.’ What about, ‘Takun? REG
' Takun.’
1598 [11; [a7n]. H: [a7n]. Inter
1599 F: takun, : Takun, REG
1600 El: [a7n]. ((spoken with a : [a7n]. ((spoken with a Inter
rowl.)) OWL»
1601 F: achan wa? F: What about, ‘Achan?’ REG/HEUR
1602111: [aqn]. IH: [aqn]. Inter
1603 F: akun. kore jusu. F: ‘Takun.’ This is juice. INTER/
INFORM
1604 [H: [tu]. [H: [tu]. Inter
1605 F: kore maiku, maiku. kore nani,IF: This is a mic, a mic. What’s INFORM!
ore jusu. this? This is juice. HEUR
1606 [H: [d31:]. [H: [dsiz]. Inter
1607 F: hikaru chan te, haro, hikaru F: Hikaru, ‘Hello.’ Hikaru, REG
han, haro. ‘Hello.’
1608111: [ba? ba? bwe 0 a7] IH: [ba? ba? bwe 0 a7] Pers
1609 F: sore kukki, kukki to ittegoran, : That’s a cookie. Say, ‘cookie.’ INFORM/
ishi? oishi? oishi? kawai to itte, elicious? (X3) Say, ‘cute.’ REG
1610 F1: [uix] [wi7]? [n]? (.) ((gives F at: [uii] [wi7]? [n]? (.) ((gives F a Inter
ookie.)) 0056-»
161 1 F: hai, arigato. F: Yes, thank you. INTER
1612 F1: [:17 a7 a? i] [H: [a7 a? a? i] Inter
1613 IF: kora kora kora hikaru chan F: Hey hey hey! Hikaru, take it REG
dashite dame dayo. ((unclear)) ut! That’s bad! ((unclear)) Yes,
hai haro, ‘hello.’
1614 [H: [tu taz] [H: [tu taz] Pers
161i: hai. ((said as if respond to H’s : Yes. ((said as if respond to INTER
alling him.)) ’5 calling him.))
1616 [H: [hau tutaz] IH: [hau tutaz] Inter
1617 F: hai. tosan sukiyo te. F: Yes. Say, ‘Dad, I like you.’ INTER/REG
1618 [H: [tj’i au:], IH: [tj'i aux], Inter
1619 F: aishiteru, F: ‘1 love you.’ REG
1620le [tota Ij'iaoz] F1: [tota Uiaoz] Inter

 

186

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
  

 

 

 

 

1621 : aishiteru, F: ‘I love you.’ REG
1622 H: [n] [tj’ia] [n]. IH: [11] [t1 ia] [n]. Inter
1623 : aishiteru janaino, F: Don’t you love me? HEUR/INTER
1624 F1: [III ja], H: [Uija], Inter
1625 F: suki ya, F: I like you. INTER -
1626 : aishitenai kedo sukiyo, (.) IM: He doesn’t love you, but he INF ORM/
aishiteru to sukiyo wa chigau yo likes you. (.) ‘I love you’ and ‘I HEUR
ne, hikaru chan. like you’ are different, aren’t
they, Hikaru?
1627 F: ne. F: Aren’t they though? INTER
1628 : hikaru chan, okasan no koto E: Hikaru, what about Mother? HEUR/
wa? aichi dayone? ou love her (i.e. me), don’t INTER
ou?
1629 H: [atj'i]. IH: [atji]. Inter
1630 : hora, minasai. IM: Aha! See? INTER
1631 F: aishiteru, : I love you. INTER
1632 E4: okasan wa aichi nandayone. : Mother is loved, but Father is INFORM
tosan wa sukiyonano. liked.
1633 IH: [n]? [a7 pi :17] H: [11]? [a7 pi a7] pm
1634 F: pipi, oishi? F: ‘Pipi.’ Delicious? HEUR
1635 [H: [a7 pi7] [a7] : [a7 pi7] [a7] Pers
1636K: kukki o tabeteiru oto desu. F: This is the sound of cookies INF ORM/
ishi? being eaten. Delicious? HEUR
163311: [a? pipi a7] H: [a? pipi a7] Pets/Reg
1638F: pipi. F: ‘Pipi.’ REG
1639 IH: ((squirms a bit» ([pipi]) F1: ((squirms a bit» ([pipi]) Reg
1640 IM: hikaru chan rakki to itte, : Hikaru, say, ‘lucky.’ REG
1641 [H: [a pipiz] IH: [a pipiil Reg
1642 : rakki, happi, IMI ‘LUCRY- H3133)“, REG
1643 F1: [n n n hapzi n hapzi n] [H: [n n n hapzi n hapzi n] Inter/Pers
1644 F: happi janaino, F: Not happy? HEUR/INTER
1645 : happi janaino, ((M sounds IM: He is not happy. ((M sounds INFORM
ery sleepy here)) very sleg1y here))
1646 ((short break» ((short break»
1647 : [tuta]. H: [tuta]. Inter
1648 : hai, (.) hikaru chan, domo F: Yes. (.) Hikaru, you can say, INTER/
'gato to ieru, domo te. ((H ‘Thank you very much.’ Say, REG
ives him a cookie» hai, arigato. ‘Thanks.’ ((H gives him a
cookie» Yes, thank you.
1649 IH: [11]? [pappa]? IH: [n]? [pappa]? Heur/Pers

 

187

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1650 F: okasan ni ageyoka, okasan. E8113“ we give one to Mother? HEUR/
dobutsu kurakka o tabeteirunode, other? Because we are eating INTER
'mal crackers.
1651 : [a wa i]? [wa wa?] (lion roar) : [a wa i]? [wa wa?] (lion roar) Inter
lie) x2) ~ -
1652 : wawa to dobustsu no nakigoe : He is mimicking the cry of an - INFORM . »
o mane o shiteimasu. 'mal, ‘wawa.’
1653 ((at this time H is giving ((at this time H is giving
crackers to M and F who finally crackers to M and F who finally
have had enough of them.» have had enough of them.»
1654 [M: kore nani. [M: What’s this? HEUR
1655 E4: [wo wo] ((spoken very T: [wo wo] ((spoken very Inter
oudly» oudly»
1656 IM: kore wonwon. IM: This is a dog. INFORM
1657 [H: [n] [H: [n] Inter
1658 IM: kore nani, IM: What’s this? HEUR
1659I1-I: [wo wo pit] IH: [wo wo piz] Inter
1660 : ((unclear)) mo okasan ga : ((unclear)) Mother is getting
nakaipai ni nattekitane, (.) F111, (.) Another (cookie)? iINFORM! INTER
ada,
1661IH: [n] [H: [n] Inter
1662 : ((unclear exactly what she is : ((unclear exactly what she is
ying here, but it seems to be ying here, but it seems to be
hat she would like H to give hat she would like H to give
ookies to F because she has had ookies to F because she has had
nough» nough»
1663 : oishi ne? (.) hikaru chan. : Delicious, isn’t it? (.) Hikaru, I-IEUR/
nakaipai otosan, ‘No thank ather is full. ‘No thank you.’ INTER
Eou.’ ((spoken in English.» Espoken in English.»
166%: ((laughs.)) IH: ((laughs.))
1665 F: mo ‘enough, enough. OK’ F: Hey, ‘enough, enough. OK’ INTER/
INFORM
1666 [H: ((laughs.)) IH: ((laughs.))
1667 IF: moiyo. IF: That’s enough. INTER/
INFORM
1668 ((short break.» ((short break.»
1669 : oishi? : Delicious? HEUR
167019: In] (.) [a7pipi], [a7pipi1 (X 3) IH: [91 (.) [a7pipi1, [a?pipi] (X 3) Pers/ Inter
1671 IF: otosan moi moi, sore pipi ne? IF: Father’s had enough, enough. INF ORM/
That’s Pipi, isn’t it? HEUR
1672 [H: ([apuhi]) iH: ([apuhi]) Inter
1673 : ((repeats previous utterance : ((repeats previous utterance
y H)) y H))

 

 

188

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1674 F: moi otosan ii. arigato, moi, moF: That’s enough for Father. INTER/
pnakaipai mo, onakaipai? a, Thank you. Enough. I’m full. INFORM
((takes another cookie from H» [I’m full! Ah, ((takes another

cookie from H»

1675 ((pause while cookies were ((pause while cookies were
eaten by everyone; only the eaten by everyone; only the

ound of crunching heard in Sound of crunching heard in
Fackground» background»

1676F: oishikatta? F: Was it delicious? HEUR

1677le [n], IH: [11], Inter

1678 : [rakzi]? [rakzi]? happi? (.) hai, F: ‘Lucky? Lucky? Happy?’ (.) REG
[rakzi], happi, Yes, ‘Lucky, happy?

1679p: [hapi] [pi]? [H: [hapi] [pi]? Inter

1680 F: hapi? F: Happy? REG

1681IH: [pi pi] IH: [pi pi] Inter/Pers

1682 F: hai, jizasu. F: Yes, Jesus. INTER

1683 [H: [pipi] ((then laughing» (X9) Fl: [pipi] ((then laughing» (X9) Pers

 

 

 

189

 

 

(22ml Data set, 10/12/98, I (22"d Data set, 10/12/98, 1:00
1:00 PM) PM)
H: l;ll.22. H: 1:11.22.

(22“ Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1684 F: hikaru chan, totai to itte, : Hikaru, say, ‘totai.’ REG
1685 : [n] ((rising-falling-rising . H: [n] ((rising-falling-rising Inter
intonation.» [dodas] intonation.» [dodae]
1686 F: totai, pappa, : ‘totai, pappa.’ REG
1687 H: [n]? ((seems uncomfortable» IH: [11]? ((seems uncomfortable» Reg?/Heur?
1688 F: totai wa, F: What about, ‘totai?’ REG
1689 : ((in background» totai to : ((in background» Won’t you HEUR/
iuwanai, totan, ay, ‘totai?’ ‘Dad.’ REG
1690 f: totan, totan, totan, (.) kore thjDad, Dad, Dad. (.) What’s in REG/
nani ga haiteru, kore, 's? This. HEUR
1691 IH: [1:623] ]H: [koag] Pers
1692 F: kore natto da, natto. haro wa, F: This is ‘natto (fermented INF ORM/
oybeans).’ ‘Natto.’ ‘Hello?’ REG
1693 F1: [to] [H: [to] Inter
1694 F: haro to itte, haro wa, haro, F: Say, ‘Hello.’ ‘Hello? Hello.’ REG
1695 : ((fusses» [n1] ((still seems F1“ ((fusses» [nz] ((still seems Pets/Reg
uncomfortable» comfortable»
1696 F: kore omame, edamarne, haro? F: These are beans, soybeans. INFORM/
totai, ‘Hello?’ REG
1697[H: [a7], [a] [11: [a7], [a] Pers
1698 F: otosan, F: ‘Father.’ REG
1699 IH: [do ta]? ((intonation goes up : [do ta]? ((intonation goes up
very high at the end of this ery high at the end of this Inter
word» ord»
1700 F: haro. F: ‘Hello.’ REG
1701 : [ata]? [tota]? [tuta]? [wa]? [to : [ata]? [tota]? [tuta]? [wa]? [to Pers/Inter
J] ((high-pitched.» J] ((high-pitched.»
1702 : papai papai. F: ‘papai papai.’ REG
1703 : [to]? [n to]? IH: [to]? [n to]? Heur
1704 F: okasan wafokasan, F: What about, ‘Mother?’ REG
‘Mother.’
1705 : [s]? [H: [e]? Hem
1706IM: dame da, ((unclear)) JM: That’s no good... ((unclear)) INTER
1707 F: mama te ieru mama. hikaru : Say, ‘mama.’ You can say, REG/
chan, mama wa ‘mama’ Hikaru, what about, INTER
‘mama?’
1708 : dame da. [M: It’s no good. INTER

 

 

 

190

it-M--_-—1

 

 

 

l 709

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H: [a?] [n to n] [totag]? [day]. H: [a?] [n to n] [tong]? [day]. Inter
[day]. [day]-
1710 F: haro te, F: ‘Hello.’ REG
1711 H: [n]? [n to]? [to to to n to n to H: [n]? [n to]? [to to to n to n to Inter
: to] to] , I.
1712 F: oishi? F: Delicious? HEUR
1713 H: [n]. ((fusses,» H: [n]. ((fusses,» Inter
1714 F: haro te. F: ‘Hello.’ REG
1715 H: [da] ((fusses,» [da] ((almost H: [da] ((fusses,» [da] ((almost Pers
crying here,» [da] crying here,» [da]
1716 F: kore tabenaino kore, F: Won’t you eat this? This. HEUR/INTER
1717 H: ((almost crying now» : ((almost crying now»
1718 F: onaji dayo onaji. F: It’s the same. The same. INFORM/
INTER
1719 H: [do] ((sounds more and more : [do] ((sounds more and more Pers
upset)) pset»
1720 IF: natto to ittegoran. natto. IF: Say, ‘natto, natto.’ REG
1721 H: ((begins crying slightly» H: ((begins crying slightly»
1722 F: mo dame. (.) haro, hai, pappai,'F: Well, it’s no good. (.) ‘Hello,’ INTER/
Pappai, (.) hai pappaia hai yes, ‘Pappai, Pappai-’ (.) Yes INFORM

pappai- ((held for several
seconds» hai. iesusama gohan
arigato? hikaru chan shukufuku
Ehitekudasai iesusama no namae

 

i inotteimasu amen. hai, pappai.
'iyo iiyo tebeteiiyo.

‘pappai-.’ yes ‘PaPPai--’ ((held
for several seconds» OK. Jesus,
thank you for this food. Bless

Firm in Jesus’s name we pray,

 

en. Yes. ‘pappai.’ OK, OK,
't’s OK to eat.

 

 

1723

: ((begins crying and
quirming. F tries to get him to

: ((begins crying and
quirming. F tries to get him to

beer up. H laughs a bit but then heer up. H laughs a bit but then

ries continuously.»

ries continuously.»

 

 

191

 

 

 

 

 

 

(23"1 Data set, 10/15/98,
1:15 PM)
H: 1;ll.25.

I (23rd Data set, 10/15/98, 1:15
PM)
H: 1:11.25.

(23"3 Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1724 F: hikaru chan imasuka, hikaru F: Is Hikaru here? Hikaru, say, HEUR/
chan, hai to itte, hikaru? hai to ‘yes.’ Hikaru? Say, ‘yes.’ He is REG
itte, asobi ni shuchushiteimasu. concentrating on playing. a
1725 : hikaru chan, : Hikaru. INTER
1726 F: hai to itte, F: Say, ‘yes.’ REG
1727 : hikaru chan doko ni iruno, IM: Where is Hikaru? Hikaru. HEUR/
hikaru chan, INTER
1728 F: hai to itte, F: Say, ‘yes.’ REG
1729 : wakkateru kedo damatteru, : He understands but is not INFORM/
ai, ototo (.) hikaru chan kore ying anything. (.) Hikaru, HEUR
ani, a a a, wonwon? what’s this? Ah, ah, ah. A dog?
1730 IH: [11]. H: [n]. Inter
1731 F: sore hitusji desho, hikaru, haroF: It’s a sheep, right? Hikaru, HEUR]
te, haro te. say, ‘hello, hello.’ REG
1732 : chita wa, : What about, ‘cheetah?’ REG
1733 H: ((grunts.» Fl: ((grunts.»
1734 F: hai to itte, hikaru chan, haro : Say, ‘yes.’ Hikaru, ‘hello?’ REG
wa,
1735 'M: poppo miru, 'M: Let’s look/Do you want to INTER/
look at poppo? HEUR
1736 H: [hnz], H: [hnz], Inter
1737 : poppo to itte, F: Say, ‘poppo.’ REG
1738 IH: [baba] [ba]? : [baba] [ba]? Inter/I-Ieur
1739 F: haro wa, haro, F: ‘Hello? Hello.’ REG/HEUR
174OIM: bubu wa? IM: ‘Bubu?’ INTER/REG
1741 : [pa]? H: [pa]? Heur
1742 : poppo wa dore, [M: Which one is poppo? HEUR
1743 IH: [13990:] Irma]? IH: [13099:] [11921]? Inter
1744 : hikaru chan, dochi ga suki, EVI: Hikaru, which one do you HEUR
ochi ga suki, ike, which one do you like?
1745 F1; [atj'I]. [H: [atj'I]. Inter
1746 EM: achi. hikaru chan, auch to IM: Over there? Hikaru, say, HEUR/
'tte, sore nani, ‘ouch.’ What is it? REG
1747 [H: [papa]. JH: [papa]. Inter
1748F/I: papa na no, lM: It’s Papa, is it? HEUR
1749 F1: [11]. H: [n]. Inter
: bu? te itte, hikaru chan, natto [M: Say, ‘bu?’ Hikaru, say, REG

1750
o itte. a tabechatta. (.) hikaru

han, natto to iutte.

 

ay, ‘natto.’

 

Lnatto.’ Ah, you ate it. (.) Hikaru,

 

192

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1751 H: [n]. 2 [n]. Inter
1752 'M: iuwanaino? : You won’t say it? HEUR
1753 H: [n]. H: [n]. Inter
1754 [M: a, kore nani, : Ah, what’s this? HEUR
1755II—1: [ba ba?]. F1: [ba ba?]. - Inter
1756 M: papa? 'M: Papa? HEUR/INTER
1757 : [n]. H: [n]. Inter
1758 : sore wa? : What is it? HEUR
1759 H: [ba ba]? H: [ba ba]? Inter
1760 M: bubu wa dore, IM: Which one is ‘bubu?’ HEUR
1761 H: [bubu] H: [bubu] Inter '1
1762 : bubu sore ka. soka. wonwon [M: So that’s ‘bubu.’ 1 see. Where INTER] [
doko ni iru, wonwon koko ni iru?is the dog? Is the dog here? That HEUR .
ore wa uma. ((feeding H,» hai, Fs a horse. ((feeding H,» Yes. 1::
ishi? dochi, dochi ga suki nano? Delicious? Which, which do you
like?
1763 : [ba] [ba ba]? : [ba] [ba ba]? Inter
1764 : papa ga suki nano? : Do you like Papa? HEUR
1765 : [n]. [H: [n]. Inter
1766 F4: hikaru chan, tofu to ieru, IM: Hikaru, you can say, ‘tofu.’ IN TER/
REG
1767 [H: [fu] (.) [1:61p]. [H: [fu] (.) [kotII]. Inter/Reg
1768 F2: kochi, sodane. kochi to IM: This way? That’s right. Say, HEUR/INTER/
oikai itte, ‘this way’ once more. REG
1769 H: IIIII- H: [III]. Inter
1770K: chigau. saki mitai ni iutte, : No. Say it like you did INTER/
ochi to itte, before. Say, ‘this way.’ REG
1771 F1: [663i]. H: [0d3i]. Inter
1772 : sore wa ji ga kaitteiru ne. (.) [M: It has letters written on it, HEUR
fire wa nani? doesn’t it? (.) What is it?
1773 IH: [bo]. Fl: [b0]. Inter
1774 IM: uma. [M: A horse. INFORM
1775 F1: [to]. [H: [t0]. Inter
1776 [M: to, so, happi to itte, F4: ‘to.’ That’s right. Say, INTER/
‘happy.’ REG
1777 IH: [pi]. IH: [pi]. Inter
1778TM: papi wa? sore nani? IM: What about, ‘puppy?’ What REG/
is it? HEUR
1779 [H: [i]. H: [i]. Inter
1780 If: onechan? e e to iutano? pan : Sister? Did you say, ‘e e?’ HEUR
a doko ni aru, pan. ere is the bread, the bread?

 

 

193

   

 

1781 ((M & F begin talking together
in the background about what H
ys for certain things.»

((M & F begin talking together
in the background about what H
says for certain things.»

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1782 : inu wa wanwan to iu, ne. IM: You say ‘wanwan’ for ‘dog,’ HBUR/

don’t you? - . INTER

1783 IH: [a7] [da7]. ‘ I [a7] [(1217]. r ' Inter '

1784 : atta? chita wa, chita iru? chita : Was it there? Cheetah? Is HEUIU
oko ni irunjanai. chita irukana? heetah there? Cheetah is not INTER

mite. chita iru. ((whispered,» ere. I wonder is there is a

chita inaine. doko daro. heetah? Look. There is a
heetah. ((whispered,» There is
o cheetah. Where is it?

1785 F1:((whispered.)>wna1 [Una]. 1H: ((whispered.» [Ina] [Una]. Inter

1786 IM: chita? atta? naine. I31: Cheetah? Was it there? It HEUR

asn’t, was it?

1787 : [a], [Ij'Ita]. ((spoken loudly.)) : [a], [IIrta]. ((spoken loudly.)) Inter

1788 IM: sore wa fusen. IM: It is a balloon. INFORM

1789 : ((laughs.)) F: ((laughs.))

1790 IM: ((laughs, too.» IM: ((laughs, too.»

1791 ((they attempt a new tack.» ((they attempt a new tack.»

1792 : ohana wa doko, (.) chocho iru : Where is the flower? (.) Is HEUR!
ana, chocho. hikaru chan, here a butterfly, a butterfly? REG
hocho to ieru? ikaru, can you say, ‘butterfly?’

1793I1-I:[a?t]atja] H: [amaq’a] Inter

1794 IM: moikai, chocho. : Once more, ‘butterfly.’ REG

1795 IH: [a7 1161]] In: [a? tj'otfl Inter

1796 IM: a, chocho da ne, IM: Ah, a butterfly, isn’t it? HEUR/INTER

1797 Ii: [d317] F1: [(1317] Inter

1798 IM: sore wa ji da ne, ji. IM: It’s [(131], isn’t it? [d51], HEUR/INTER

1799Fl: [ha7 ba?]. H: [ba? ba?]. Inter

1800 : kochi oide, kochi. (.) chocho : Come here, come here. (.) REG/
oko ni irun janai? sn’t the butterflyhere? HEUR

1801 H: [d3i]. H: [d3i]. Inter

1802 'M: chocho nai ne, jg: There is no butterfly, is HEUR/

ere? INTER

1803 IH: [11] [d30d30] [n]. [H: [n] [d30d30] [n]. Inter

l 804 IM: chocho. IM: Butterfly. INTER

1805|H:[d1\7 d30d30] [H: [dA7 030030] Inter

1806 m: chocho, a, sore wa, sore wa : Butterfly. Ah, it’s, it’s pOppo, INTER/

ppo desho. 'ght? HEUR

1807 IH: [papa] [a p67] [11: [papa] [a p67] Inter

 

 

194

 

’7m3iu-1
U

 

 

 

 

 

 

 

 

 

 

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1808 IM: ushi. : A cow. INTER
1809 H: [ba?] Fl: [ba?] Inter
1810 : momo dayo. : It’s a ‘moomoo.’ (cow) INTER/
INFORM
.1811 H: [rnumu] H: [mum] . Inter I
1812 : momo. PM: ‘Moomoo.’ INTER
1813 H: [momoz momo: momo:] H: [momoz momo: momo:]
((each one louder than the ((each one louder than the Inter
‘ revious.» revious.))
1814 : momo, amyamyam myam : Moomoo, it’s eating, INTER/
yam, to tabeteiruyo. hora. ‘amyamyam myam myam.’ IN FORM/
yam amyam amyam te ook. It’s eating, ‘amyam HEUR
tabeteruyone. oishi so dane. yam amyam,’ isn’t it? It looks
elicious, doesn’t it?
1815 H: [mam mam] [ba ba] IH: [mam mam] [ba ba] Inter
1816 : babai. IM: Bye-bye. INTER
1817 H: [ba bag] H: [ba bag] Inter
1818 : babai. : Bye-bye. INTER
1819 H: [ba bag] H: [ba bag] Inter
1820 : [baba i]. 'M: [baba i]. INTER
1821 H: [a? p07] H: [a? p07] Inter
1822 IM: [:1] 'M: [n] (Uh-huh.) INTER
1823 H: [ba? a? pipi] H: [ba? a7 pipi] Inter
1824 IM: kore wa? : What’s this? HEUR
1825 : ‘myumyum myum myum’ : ‘myumyum myum myum’ Inter
(eating sound.» (eating sound.»
1826 : ((copies H, then she says,» a. : ((copies H, then she says,» INFORM
hocho dawa. ! It’s a butterfly.
1827IH:[t]'tj]((whispe1-ed.» I17: [4111((Wmsperedo) Inter
1828 IM: chocho. IM: A butterfly. INTER
1829 IH: [dsod301 (.) [a7 Pipi pipi]. IH: [daod301 (.) [a7 pipi Pipil- Inter
1830 IM: pipi ga itta ne. osakana da yo. : Pipi was there, right? It’s a INTER!
Ish. INFORM
1831 [H: [a? to] [H: [a? to] Inter
1832 IM: sa ka na. IM: A f-i-sh. INTER
1833 H: [mm] ((eating sound.» Fl: [mmmm] ((eating sound.» Pers/Inter
1834 'M: kore nani? IM: What’s this? HEUR
1835 H: [boz]. H: [boz]. Inter
1836 : so. [ba: baez] to nakune, : Right. It cries ‘[b2e: bzez],’ INTER/
oesn’t it? HEUR

 

1 ‘—

195

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1337IHI ((growls,» [a a a] H3 ((growls,» [a a a] Pers/Inter
1838 E4: kore wa osakana, sa ka na. E4: This is a fish, f-i-sh. ((each INFORM/
(each syllable emphasized,» yllable emphasized,» INTER
18391H:[pipipipi]. H: [pipi pipi]. Inter
1840 ((S approaches and disturbs M ((S approaches and disturbs M
who then asks S what this who then: asks S what this
(picture) is. S replies.» (picture) is. S replies.»
184] : a, hikaru chan, kore nani? : Ah, Hikaru, what’s this? HEUR
1842 S: chita. S: Cheetah. INFORM
1843 IH: [Uitaz] : [II'itaz] Inter
1844 : a, jozo da. ((short pause : Ah, very good! ((short pause INTER
here.» ere.»
1845 H: [Uita=1(-) [pipi] 1H: ititazI (.) [pipi] Inter
1846 : kore nani, nyanya nyanya. IM: What’s this? A cat. HEUR/
INFORM
1847 H: [ni] [boz a? bo bo bo] : [ni] [boz a? bo bo bo]
((looking at a book.» ((looking at a book.» Inter
1848 ((short pause.)) ((short pause.))
1849 : kore wa hikaru. sore ga ii no, : What about this, Hikaru? Is it HEUR
ono hon ga ii no, OK? Is that book OK?
1850 H3 InI- IH: IDI- Inter
1851 1M: [11]? IM: [11]? (Really?) INTER/HEUR
1852 H2 [130. I 87] HI “)0: 1 a7] Inter
1853 IM: hikaru chan, kore suki? IM: Hikaru, do you like this? HEUR
1854IH: [n]. H: [n]. Inter
1855IM: ja, sukiyo to iutte, 'M: OK then, say, ‘1 like you.’ INTER/REG
1856IH: [a7tu7] H: [a7tu7] Inter
1857 IM: suki yo to itte, hikaru chan, : Say, ‘I like you.’ Hikaru, do REG/HEUR/
otosan no koto suki? ou like Father? INTER
1858 H: [n], [H: [n], Inter
1859 IM: dame. a, kiraika. IM: Bad/No. Ah, you hate him? INTER/HEUR
1860E: [a7 pipi]. H: [a7 pipi]. Inter
1861IM: pipi da ne. pi pi pi te itteno?j4: It’s pipi, isn’t it? Are you HEUR
aying, ‘pi pi pi?’
1862 : [bi bi bi] [bi bi bi bi] ((uttered : [bi bi bi] [bi bi bi bi] ((uttered
any times as the chirping any times as the chirping Inter/Pers
unds of a toy are heard nearby. ounds of a toy are heard nearby.
S brings the toy closer» brings the toy closer»
1863 IM: kore nani? IM: What’s this? HEUR
1864 H: [pipi] IH: [pipi] Inter

 

 

 

196

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1865 E4: ((to S» achan, sore urusai 1M: ((to S» Achan, it’s noisy so REG
ara, dame da. achan, chotto don’t do that. Achan, go over to
tosan no tokoro ni itte. where your Father is for a while.
1866 = [pipipipipipi] (X2) H: [pipipipipipi] (X2) Inter
1867 M: ((to S» sore urusai kara, : ((to S» It’s noisy, so take it REG/
muko motteki ((to H» hikaru ver there. ((to H» Hikaru, do HEUR '
chan, pipi suki? ou like pipi?
1868 : [n]. [H: [n]. Inter
1869 1M: pipi sukiyo [M: I like pipi. INTER
1870 H: [a7] [pipi] [H: [3?] [pipi] Inter
1871 : pappi wa iruyo, pappi. EV: There is a puppy. A puppy. INFORM
(spoken while they begin (spoken while they begin
ooking at a picture book.» ooking at a picture book.»
1872 [H: [papi] [H: [papi] Inter
1873 [M: [n]. [M: [n]. (Uh-huh.) INFORM/
INTER
1874 [H: [papi papi api] [H: [papi papi api] Inter
1875 [M: kore pappi? [M: Is this a puppy? HEUR
1876 [H: [n]. [api a? api d30d30] [H: [n]. [api a? api d30d30] Inter
1877 IM: totto, totto dane. ((this could E4: It’s ‘totto, totto,’ isn’t it? HEUR
be ‘chocho’/ butterfly» a, kore ( '5 could be ‘chocho’l
nani? utterfly» Ah, what’s this?
1878 [H: [uzpiz] IH: [uzpiz] Inter
1879?: chu (.) hikaru chan, tofu to E4: Kiss! (.) Hikaru, say, ‘tofu, INTER/
'tte, tofu. o .’ REG
188011: [a?] [H: [a7] Pers
1881 [M: kore iruka. [M: This is a dolphin. INFORM
11882 [H: [a7 babo] [H: [a7 babo] Inter
1883 [M: n? komori ne, [M: What? A bat, isn’t it? INFORM
1884 [H: [a? pipi] IH: [a7 pipi] Inter
1885 : pipi dane. kyo pipi ga suki Fvl: It’s pipi, isn’t it? Today you HEUR/
ane, ike pipi, don’t you? INTER
1886 [11: [a7 bibi pipi pipi] IH: [a7 bibi pipi pipi] Inter
1887M: pipi iko iko shite, iko iko. [M: Do nice pipi, nice pipi. REG
1888111: [i: ui ui] (.) [babaz] [H: [i: ui ui] (.) [babaz] Inter
1889 [M: ja, babai to itte, [M: OK then, say, ‘bye-bye.’ INTER/REG
1390 [HI ((gruffly,» [babaz] [Hi ((gruffly,» [babaz] Inter/Pets
1891 EVI: babai. hikaru chan, babai to IM: Bye-bye. Hikaru chan, say, REG
'tte, ‘bye-bye.’
1892 IH: [baba] ((pause.» [H: [baba] ((pause.» Inter
1893JM: babai. (.) [M: Bye-bye. (.) INTER

 

197

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
  

 

 

 

 

 

 

 

 

 

 

 

 

 

1894 : [a] [pipi pipi] [H: [a] [pipi pipi] Inter
1895 : sore wa osakana. (.) totan to IM: It’s a fish (.) Say, ‘Dad.’ INFORM]
itte, REG
1896 H: [duda] H: [duda] Inter
1897 'M: takun wa, . 1M: What about, ‘Takun?’ REG _
1898 H: [a7n] . H: [a7n] - i ‘ Inter
1899 'M: takun. FM: Takun. INTER
1990 H: [a7n] ((Sp0ken gruffly.» H: [a7n] ((spoken grufily.» Inter
1901 'M: ja, totan sukiyo to itte, : OK then, say, ‘Dad, I like INTER/
ou.’ REG
1902 H: [9’10] H: [tho] Inter
1903 : sukiyo, IM 1 like you. INTER
1904 H: [thio] H: [thio] Inter
1905 IM: aishiteru, l1M: I love you. INTER
1906 H: [thio] H: [the] Intel.
1907 : ja, aishiteru, 1M: OK then, 1 love you. INTER
1908 [H: [thio]? H: [thio]? Inter
1909 : suki, a, aishitenai, wakatta : You like him. Ah, but you INFORM/
akatta. don’t love him. I see, I see. INTER
1910P—I: [thio] : [thio] Inter
1911 IM: hai hai. [M: Yes, yes. INTER
1912 H: [thio] [Hi [tfiio] Inter
1913 : ja, jizasu to itte, IM: OK then, say, ‘Jesus.’ INTER/REG
1914 H: [thio] H: [thio] Inter
1915 IM: [d31ja]. ((laughs,» chizu wa? : [d3ija]. ((laughs,» What INTER/
bout cheese? REG/HEUR
1916J1-1: [n]. [H: [n]. Inter
1917 : hikaru chan ga sukinano wa : What was the thing that HEUR
andake, (X2) hikaru chan, sore ' aru likes? (X2) Hikaru, do
uki nano? chizu suki nandesho, ou like it? You like cheese,
'ght.
191 8J1-I: ((no response, then,» [a a a] JH: ((no response, then,» [a a a] Pers
1919le hikaru chan, natto to itte, IM: Hikaru, say, ‘natto.’ REG
1920[H: [Mo]. H: [Mo]. Inter
1921 : natto moikai iutte, kore nani? 'M: Say, ‘natto’ once more. REG/
What’s this? HEUR
1922 [H: [bupi] IH: [bupi] Inter
1923 IM: otamajakushi, (X2), kore nani : Tadpoles. (X2) What’s this? INFORM]
HEUR
198

,’ . .— ' : WE'-
!’ " .
I] — ..

 

 

 

 

 

 

 

 

1924 I [bObO] H: [bobo] Inter

1925 IM: kore nani, 1M: What’s this? HEUR

1926 H: [a] [pipi] [a] [pipi] [pipi] H: [a] [pipi] [a] [pipi] [pipi] Inter/Reg
[pipi]? [pipi]?

 

199

 

 

 

 

(24“ Data set, 10/29/98, 9:15 (24“ Data set, 10/29/98, 9:15

(2Tb Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1953 : a, kore wa? nyao to iune. : Oh. What about this? It says,
‘meow,’ doesn’t it?

 

PM) PM)
H: 2:0.09. H: 2;0.09

1927 M: hai. [M: Yes. INTER
1928 H: [hag]. 1H: [th}. (Yes) Inter
1929 FM: hai. 1M: Yes. INTER
1930 H: [papa] ((very loud and : [papa] ((very loud and

distorted; too close to the mic» distorted; too close to the mic»
1931 : chotto chikasugiru : Hey, too close, too close. REG

hikasugiru, okasan to itte, ay, ‘Mother.’

193211141123]. [H: [hag]. (Yes.) Inter
1933 IM: hai, koko de koko, oide, oide, : Yes. Here, here. Come here, REG/

hikaru. kumo san, hai hai doko ni ome here, Hikaru. The bear. HEUR

ittake. ((noise from siblings in es, yes, where is he? ((noise

background.)) hikaru chan, kore om siblings in background.))

nani? ikaru, what’s this?
1934]]1: [oe]? [H: [06]? Inter
1935 [M: hae ne. [M: It’s a fly, isn’t it? HEUR
1936 [H: [6e]? 1H: [oe]? Inter
1937 [M: hae. [M: A fly INTER
1938]]1: ((grunts.» [H: ((gnmts.»
1939 [M: kore wa nani? IM: What’s this? HEUR
1940111: [oe]? J11: [oe]? Inter
1941 [M: kore chigau. kore, kore, [M: No, that’s wrong. This. This. INTER/REG
1942111: [pipi] J1: [pipi] Inter
1943 IM: pipi ne, kore nani? (X3) K It’s pipi, isn’t it? What’s this? HEUR

3)

1944 [11: [pipi] [H: [pipi] Inter
1945 [M: kore wa? [M: What’s tlus? HEUR
1946 [11: [pipi] [H: [pipi] Inter
1947 [M: chigau, kochi no. IM: No, this one. INTER
1948111: [ae]? [H: [ac]? Inter

1949 : hae ne. kore wa, kore nani? IM: A fly, isn’t it? What about HEUR/

‘ a ga. ((a sound?» this, what’s this? Ga ga ((a INFORM

ound?»

1950 [H: [pipi] :[pipi] Inter
1951]M: ga ga ga [M: ga ga ga INTER
1952 [11: [ga ga 9 ga] IH: [ga ga 6 ga] Inter

HEUR

 

200

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1954 : [njaI] ((high pitched; squeals IH: [njaI] ((high pitched; squeals Inter
this a few times but not very this a few times but not very
clearly.» clearly.»
1955 E4: nya nya ne. ja, hikaru chan : It’s a cat, isn’t it? Well then, INTER/HEUR
ore nani, ikaru, what’s this? ' '
1956 [H: [way] ((a loud gruff growl.» JI—l: [way] ' Inter ’
1957 [M: waw waw. kore wa? : Waw waw. ((growl?» What IN TER/
bout this? HEUR
1958I1—l: [ac]? [11: [ac]? Inter
1959 : hae ne? kore wa nani. bu bu. E4: A fly, isn’t it? What’s this? HEUR/
IM ubu. (sound?) INTER
1960 [H: [buz] [H: [buzl Inter
1961 FM: bubu ne, moikai, m: It’s bubu, isn’t it? Once HEUR/
ore. REG
1962 [H: [ae]? ]H: [ac]? Inter
1963 IM: hai, hae to bu bu ne. kore wa?? Yes, a fly goes ‘bu bu,’ INTER/
oesn’t it? What about this? HEUR
1964 [H: [koz] [H: [koz] Inter
1965 IM: [me: me:] desho. E4: It’s ‘me me’ (sound of a INTER
heep or goat), right?
1966 [11: [km] [H: [ko:] Inter
1967 : [k0] nano? ja, kore wa? 11:1: It’s ‘ko,’ is it? Well then, HEUR,
[bezbez] hat about this, ‘[be:be:]?’ INTER
1968 [H: [bebe] [ae]? [H: [bebe] [ae]? Inter
1969 [M: hae koko irune. [M: A fly is here, isn’t it? HEUR/INTER
197011: [a?] [ac]? 1H: [a7] [ae]? Inter
1974 ((M begins reading a book.» ((M begins reading a book.»

 

 

 

 

201

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
 
  
  
 

 

 

 

 

 

 

 

(25“ Data set, 1/20/99, (zsfiata set, 1/20/99, (25f Data set)
9:15 PM) 9:15 PM)
H: 2:3.00. H: 2:23.00.

1975 IF: hikaru chan, are pipi, IF: Hikaru, is that pipi? HEUR

1976 : [alji] ((spoken softly» [11: [atj i] ((spoken softly» Inter '-

1977 F: e? IF: What? HEUR

1978 H: [atj'i] H: [atj'i] Inter

1979 IF: achi? IF: That way? HEUR

1980[H; [hatj'i] [H: [hatj'i] Intcr

1981 IF: hachi? IF: A bee? HEUR

1982 M: ((in background» nyaki [M: ((in background» ‘nyaki’

1983 : a, nyaki? nyaki. nyaki to itte : Ah, ‘nyaki? nyaki.’ Ok then, REG/
ja. (.) mata nyaki to itte (.) hikaru ay, ‘nyaki.’ (.) Say, ‘nyaki’ HEUR
chan, haro (.) are mushi? again. (.) Hikaru, ‘hello?’ (.) Is

that a bug?

1984[H: [hai] 1H: [hai] Inter

1985 IF: hai? kawaii? omoshiroi? : Yes? Cute? Interesting? He IN TER/
ienzen shaberenai, ne 'sn’t talking at all. Hey, say INFORM/
shabetteyo. hikaru chan. (.) nani ometlnng. Hikaru. (.) What are HEUR
yatten are. oshaberi shiterunno? ou domg with that? Are you
ne shabetteyo. hikaru chan, a king to it? Hey, say
Hoshitan are. itai itai? hikaru omething. Hikaru, ah what
chan, (.) hikaru chan, nani kite appened with that? Ouch, ouch?
are, are nani, ikaru. (.) Hikaru, what did you

ut? What’s that?

1986 H: [[1] [H: [[1] Inter

19871F: mushi? mushi to itte. IF: A bug? Say, ‘a bug.‘ HEUR/REG

1988 [H: [rt] [H: U1] Inter

1989 : are nani, mushi? hikaru chan, : What’s that, a bug? Hikaru? HEUR

warimasu. e end.

 

202

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(26“ Data set, 2/8/99, 9 (26“ Data set, 2/8/99, (26"‘Data set)
5:40 PM) 5:40 PM)
H: 2:3.19. H: 2:3.19.
1990 IF: hikaru chan oishi? IF: Hikaru, is it delicious? HEUR
1991IH: [11]. I112 [n]. Inter f
1992 IF: oishi to itte, oishi to itte, IF: Say, ‘delicious.’ (X2) REG
1993 IH: [0 1i ] H: [cm Inter
1994 : oishi, so. hikaru chan apu apu : Delicious, right. Hikaru, say, INTER/
o itte, ‘up up.’ (English ‘up.’) REG
1995 I11: [apu apu] ((spoken softly» : [apu apu] ((spoken softly» Inter
1996 IF: ue to itte, ue. IF: Say, ‘Up, up.’ (Japanese REG
‘up.9)
1997 I11: ((whispers something)) IH: ((whispers something))
1998 IF: ue, oki koe de, IF: ‘Up,’ in a loud voice. REG
1999I11: [ue] IH: [ue] Inter
2000 IF: shimauma, IF: Zebra. REG
001 IH: [fimauma] ((whispered)) IH: [fimauma] ((whispered)) Inter
2002 IF: moto oki koe de, shimauma IF: In a louder voice, ‘zebra.’ REG
2003 IH: [fimama] ((sofily» I11: [fimama] ((sofily» Inter
2004 IF: shimauma, moto oki koe de. IF: ‘Zebra,’ in a louder voice. REG
2005 IH: [fimama] IH: [fimama] Inter
2006 : shimama so. sore ato hi-ka-ru IF: Zebra, right. And then, what INTER/
han te nani. is Hi-ka-ru? HEUR
2007 I11: ((whispers something)) : ((whispers something))
2008 IF: ((to someone playing piano in F: ((to someone playing piano in REG
background» ne chotto background» Hey, please be
shizukanishite yo, ((to H» moto quiet, ((to H» In a louder voice.
oki koe de,
2009 IH: [tota] I11: [tota] Inter
2010 IF: tota. totan gakko? IF: ‘tota.’ Dad, school? REG/HEUR
201fl11: ((whispers something again» IH: ((whispers something again»

2012 IF: moto oki koe de, IF: In a louder voice. REG
013 I11: [tota at! i]. I11: [tota at! i]. Inter
2014 : totan achi? takun wa. : Dad, that way? What about HEUR/

akun? REG
2015 IH: [a7n a], I11: [a7n a], Inter
2016 IF: moto oki koe de, IF: In a louder voice. REG
2017IH: ((whispers» I11: ((whispers»
2018 : so janakute ((chuckles» moto HR Not like that, ((chuckles» in a REG
ki koe de, ouder voice.

 

203

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

019 I11: ((whispers» : ((whispers»

2020 : chigau desho ((chuckles : That’s wrong, ((chuckles INTER/
gain» ano saikin nanka iunno Iagain» Um, recently what is the HEUR/
andake, hikaru chan kaba, kaba, thing he has been saying? REG
aba to itte. hikaru chan, kaba to Hikaru, hippo, hippo, say

Iitte, . ‘hippo.’ Hikaru, say, ‘hippo.’

2021 : ((squirms» H: ((squirms»

2022 : yada? ja kirin, raion, moto oki : You don’t want to? OK then, HEUR/

fioe de, kirin, raion to itte, iraffe. Lion. In a louder voice. REG

2023 IH: [raio] IH: [raio] Inter

2024 : raion so. ato wa baku baku, F: Lion, right. Next, ‘baku, baku’ INTER/

Eki koe, baku. in a loud voice, ‘baku.’ REG
025 I11: [baku] : [baku] 1m,

2026 IF: kaba, iitakunaika, F: You don’t want to say ‘hippo,’ HEUR

eh?
2027 : konaida mina no : A short while ago when he INFORM
Evarishichatta kara iyananjattan, 'd ‘hippo’ everyone had a big
aba wa. augh.

2028 : kizu tsuichattaka, ja ne, tora, : He was hurt by that, eh? OK HEUR/
Ifora, tora. hen, tiger, tiger, tiger. REG

2029 IM: ieru jani, tora, : You can say that, tiger. INTER/REG

wit-tom to itte, taberune janakute F: Say, ‘tiger.’ Not ‘eat,’ say, REG

3 tora. oki koe de, tora. ‘tiger.’ In a loud voice, ‘tiger.’

2031IH: [towa] : [towa] Inter

2032 : towa, hai jozu jozu, hai, ja : ‘towa,’ yes, very good! Yes, INTER/
naka, onaka to itte, onaka to oki K then, stomach, say, REG
oe de, ‘stomach, stomach,’ in a loud

oice.

2033 IH: [oka] I11: [oka] Inter

2034 : oka? omizu, omizu. (.) ato : ‘oka?’ Water, water. (.) What HEUR/REG/
ani ierun hikaru chan, uma. Else can you say, Hikaru? Horse? HEUR

2035IH: [uma] IH: [uma] Inter

2036 IF: hai, oishi, IF: Yes, ‘delicious?’ HEUR

2037 IH: [21,111 J11: [QIII], Inter

2038IF: pan oishi, IF: The bread is delicious. REG

2039 IH: [pa 11ft] 1H: [pa OJfi] Inter

2040 : okasan arigato to itte, (.) F: Say, ‘Thank you Mother.’ (.) REG/
kasan to itte, dame ka. ja Say, ‘Mother.’ No good? OK INTER
nechan doko, onechan to itte, then, where is Sister? Say,

‘Sister.’
2041 I11: ((whispers» IH: ((whispers»
2042IF: nene to itte, F: Say, ‘nene.’ (For Sister) REG

 

204

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
  

 

 

 

 

 

 

 

 

 

2043 IH: [nszns] I11: [name] Inter

2044 F: nene doko, yubisasu F: Where is Sister? You point HEUR/
I(chuckles)) nene, oki koe de, our finger? ((chuckles» Sister, REG
nene, 'n a loud voice, Sister.

2045 H: [nene oki] . IH: [mane oki] Inter

2046 E: nene ouchi so. jozu jozu. hai I]; Sister (is in the) house,,right. INTER/
ore ato hokani nanika gei ga ery good! Yes, besides this, are HEUR

.dekimasuka? there any other tricks you can
0?
2047 M: hikaru chan, hikaru chan, M: Hikaru, Hikaru, ‘no,’ say, REG
‘no’ no iutte, ‘no.’ ‘no, no.’
2048 : hikaru chan, ‘no’ wa, ‘no’ to IF: Hikaru, ‘no?’ Say, ‘no.’ REG
'tte,

2049II1: ((whispers» IH: ((whispers»

050 F: moto oki koe de, ‘no.’ IF: In a louder voice, ‘no.’ REG
051 I11: [no]. I11: [no]. Inter
2052 Ft: moto oki koe de ‘no.’ hikaru : In a louder voice, ‘no.’ REG/
han itsumo iudesho oki koe de ikaru, you always say in a loud INTER
‘no’ ‘takun no’ te iu desho. oice, ‘no,’ ‘Takun, no,’ right?
2053IF: ‘no,’ hikaru chan iya to itte, IF: ‘no,’ Hikaru, say ‘iya (no).’ REG
2054 IM: iya iuwanaiyo. IM: He doesn’t say, ‘iya.’ INFORM
055 IH: [ija] ((whispered)) IH: [ija] ((whispered)) Inter
056 IF: iya te. IF: He just said ‘iya.’ INFORM
2057IH: [ija7] IH: [ija7] Inter
2058 EVI: iya to ieru kedo, iya to E4: He can say ‘iya,’ but he INFORM
'uwanai oesn’t say ‘iya.’
2059 IF: iutta ima. IF: He just said it. INFORM
2060 : dakara ieru kedo, iya to iu : Right. He can say it, but INFORM
' ' no tsukau toki Di wa iya to hen he would use ‘iya’ for its
'uwanai. ‘no’ to,... caning, he doesn’t say ‘iya.’
e says, ‘no.’

2061 I11: ((whispers» I11: ((whispers»

2062 : otosan no koto aishiteru? : Do you love Father? Do you HEUR]
'shiteru? aishiteru to itte. oki ove me? Say, ‘I love you.’ In a REG
oe de, aishiteru, aishiteru. oud voice, ‘I love you, I love

ou.’

2063 IM: pipi achi ((unclear)) IM: Pipi is over there ((unclear)) INFORM

2064 : pipi achi itta to itte, oki koe E: Say, ‘Pipi went over there.’ In REG
e, pipi. loud voice, ‘Pipi.’

2065 IH: [pipi aflI d3a] IH: [pipi atj'I d3a] Inter

205

 

 

I ;Jfi"- *1

 

066 : a, jozu, pipi achi itta. moikai,

: Ah, very good! Pipi went over

IN TER/

 

 

 

 

 

 

 

ipi achi itta. oki koe de, pipi here. Once more, ‘Pipi went REG
ver there.’ In a loud voice,
‘Pipi.’

2067 IH: [pipi an ita] IH: [pipi atfl ita] Inter
068 IF: a, jozu. ‘ : Ah, very good! . INTER
2069 : ato pipi achi inai? no iu deshoM: And, you can say, ‘Pipi is not HEUR/
bver there.’ Right? INTER
2070 : pipi, pipi achi inai? ja oki koe F: ‘Pipi, Pipi is not over there?’ HEUR/

e, pipi. OK then, in a loud voice, ‘Pipi.’ REG

2071 IH: [pipi inazi] IH: [pipi inazi] Inter
2072 : pipi inai? IF: Pipi is not there? HEUR

 

2073 ((recording devolves into
Lbackground noise.))

 

 

((recording devolves into
background noise.))

 

 

 

206

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(27’1' Data set, 2/10/99, (27“ Data set, 2/10/99, (27“ Data set)
5:30 PM) 5:30 PM) '
H: 2:3.21. H: 2:3.21.
2074 ((F mentions that H has a slight ((F mentions that H has a slight
case of pneumonia, so his throat case of pneumonia, so his throat
is tender. H is drawing at the is tender. H is drawing at the
itchen table.» [kitchen table.»
2075 IF: hikaru chan, nani yatteno? IF: Hikaru, what are you doing? HEUR
(X2) hikaru chan, sore Dani? (X2) Hikaru, what is it?
2076 H3 [(k/g)ami] ((weakly» H3 [(k/g)ami] (paper) ((weakly» Inter
2077 IF: kami ne? ka to iutte, : Paper, isn’t it? Say, ‘ka.’ INTER/REG
2078 I11: [komi] ((weakly» I11: [komi] (paper) ((weakly» Inter
079 : a?.a? shita ni kaitchatta. dame IF: Oh—oh! You wrote under (off IN TER/
shita ni kaitchao. (.) hikaru the paper). That’s bad. You will REG/
han, hikaru chan, kore janakute, write (on the table). (.) Hikaru, HEUR
e, enpitsu de kaitte, enpitsu de, [Hikaru Not this, eh, write with a
ore de kakina, kore de, (.) pencil, a pencil. Write with this,
omoshiroi? hikaru chan, hikaru this. (.) Interesting/Fun? Hikaru,
chan kyo doko ittekitano? hikaru ikaru, where did you go today?
chan, hikaru chan, kyo doko ikaru, Hikaru, where did you
ittekitano? byouin, byouin, 0 today? The hospital? The
hikaru chan. dare to ittekita no ospital? Hikaru. With whom did
byouin, dare to ittekita no. on go to the hospital? Whom
id you go with?
2080 IH: [0 a] «weakly» IH: [0 a] «weakly» Inter
2081 IF: okasan. 7F: Mother. INTER
2082 I11: [koko] ((weakly» IH: [kak9]((wea1dy)) Inter
083 IF: kaka ne, (.) hikaru chan (.) E ‘kaka (Mother),’ right (.) INTER/
rajio keshitekudasai, hikaru chan. ikaru. (.) Please turn off the REG/
hikaru chan omoshiroi? dio, Hikaru. Hikaru, is it HEUR
'nteresting/fim?
2084 I11: [11]. I11: [11]. (Yes.) Inter
2085IF: aka, aka to itte, IF: ‘Red,’ say, ‘red.’ REG
2086 IH: [9k 08] I11: [9k oe] Inter
2087IF: sore aka, f: Is that red? HEUR
2088 II: [n]. IH: [n]. Inter
2089 : n, sore akai pen ne, sore nani, : Uh huh, it’s a red pen, isn’t it? INTER/
ushi? sore Dani. ame? at is it? What is it, rain? HEUR
2090IH2 [11]. III: [II]. Inter
2091IF: nani sore. IF: What is it? HEUR
2092 IH: [ams] IH2 [21.1118] (rain) Inter
2093 IF: ame. IF: Rain. INTER

 

207

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

094 ((pause» ((pause»
2095 F: hikaru chan nanka F: Hikaru, say something for me. REG
shabetekureyo,
2096 H: [hapa] 1H: [hapa] (leaf) Inter
2097 F: hapa sore? F: Is it a leaf? ‘ HEUR
2098 H: [n]. H: [n]. ‘ Inter
2099 F: 50?. hapa to itte, sore nani. F: I see. Say, ‘leaf.’ What is it? INTER/REG/
HEUR
2100 F1: [pipi] H: [pipi] Inter
2101 F: pipi? so. sha sha kaitte. IF: Pipi? I see. Draw ‘shasha’ (a HEUR/
tkikansha kaitte, kikansha. (.) sore steam engine). Draw a steam IN TER/REG/
nani, engine, a steam engine. (.) What HEUR
is it?
2102 H: [[aj'a] IH: [IaIa] Inter
2103 F: so. kikansha. F: Right. A steam engine. INTER
2104 H: [j'aIa] H: [[aIa]
2105 : sha sha, so. bubu wa dore, F: ‘sha sha,’ right. Which is INTER/
bubu. ‘bubu, bubu?’ HEUR
106 H: [08 bubu] H: [08 bubu] Inter
107 IF: sore nani, sore Dani, : What is it? What is it? HEUR
2108 IH: [bubu] IH: [bubu] Inter
109 F: bubu : ‘bubu.’ INTER
2110 H: [n]. H: [n]. Inter
21 11 : bubu achi itta? IF: Did the ‘bubu’ go that way? HEUR
2112 : [bubu] [bubu] [bubu] I11: [bubu] [bubu] [bubu] Inter
2113 IF: bubu achi? F: Is ‘bubu’ that way? HEUR
2114IH: [n] IH: [11] Inter
21 15 IF: bubu ne ((to S» ara kirei kirei. : ‘bubu,’ isn’t it? ((to S» Wow! HEUR/
retty,pretty. INFORM
2116 ((pause» ((pause»
117 : achi ni bubu am to itte, bubu : Say, “‘bubu” is over there.’ REG
chi ni am to itte, )
2118 IH: [bubu ath] ((weakly» IH: [bubu atII] ((weakly» Inter

 

2119

 

((F continue for the next 15
minutes to try to get H to say
various words all of which are

IllttCl‘Cd very weakly and are

difficult to make out clearly.»

 

((F continue for the next 15
minutes to try to get H to say
various words all of which are
tittered very weakly and are
difficult to make out clearly.»

 

 

 

 

208

1.51—77 ii fl _ _ J

 

 

(28" Data set, 3/15/99,

(28“ Data set, 3/15/99,

(2?“ Data set)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11:30 AM) 11:30AM)
H: 2:4.23. H: 2:4.23.

2120 M: ((to S» sore nano? sore do (:(to S» Is that it? What will HEUR!
suruno? chigau, saki ni dare no ou do? No! First show REG -
hon misete, kore dare no hon, me/him?) the "Who book. ‘ '
hikaru hikaru? kore hikaru ikaru, Hikaru? This (one),
okasan ni yonde chodai, hai. ikaru, read it to Mother, yes.
pide, sore yonde, (.) kore nani, ome here. Read it. (. ) What 18

his?

2121 : [tIipo] I11: [IIipo] Inter

2122 : shippo dane, nani kore, hebi E14: It’s a tail, isn’t it? What IS INTER/
desho? is? A snake, right? HEUR

2123 IH: ((utters something like [n])) IH: ((utters something like [n]))

2124IM: dare dare to itte? IM: Say, ‘,Who who. REG

2125IH: ((unclear)) [daS] IH: ((unclear)) [das] Inter

2126JM: dare, M: ‘Who.’ REG

2127 IH: Idae] (.) [buta] (X7) IH: [dae1(.)Ibuta1(a pig) (X7) Inter

2128 : kore wa? kore wa dare, dare IM: What about this? Who is HEUR/

are to itte? this? Say, ‘Who, who.’ REG
2129IH: [dads] [das da2] ,H: [dads] [dae das] Inter

2130 IM: kore dare, IM: Who is this? HEUR

2131 [H: [buta] IH: [buta] (a pig) Inter

2132 M: chigau yo, kore kore, kore : No! What about this, this, INTER/
wa? kore buta janaidesho? kaba 's? This isn’t a pig, ri t? It’s a HEUR/
desho? ippo, right? INFORM

133 I11: [ka (w)a] IH:[ka (w)a] Inter

2134 : n. hikaru chan, denwa wa :Uh huh. Hikaru, where did HEUR

oko itchatta e telephone go?

2135 IH: [mm In [k911i] (this way) Inter

2136 IM: chotto denwa mottekite, E4: Well, bring the telephone REG

ere.
137 : [n]. (.) ((some distance away» :[n] (OK). (. ) ((some distance Inter/Inform
[dsnwa nag denwa nag] way» [denwa naI denwa nag]

2138 IM: denwa nai? IM: There Is no telephone? HEUR/INTER

289sz [n]. I” In] (uh 111111) Inter

2140 IM: ja chotto kite kochi, denwa :OK then, come over here for REG
nai to iutteyo. denwa atta? minute and say ‘there Is no

elephone.’
141 I11: ((clearly» [denwa neg] (:(clearly)) [denwa neg] (there Inter/Inform
sno telephone)

2142 IM: denwa nai? IM: There Is no telephone? HEUR/INTER

 

209

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

143 H: [n]. IH: [n]. (uh huh) Inter
2144 M: are dare no denwa? M: Whose telephone is that? HEUR/INTER
2145 IH: [denwa otjr] : [denwa 011' I] Inter
2146 IM: denwa achi. dare, dare no M: The telephone is over there. INFORM!

denwa nano are, Whose, whose telephone is it, . . . HEUR/
that one? ‘ ‘ INTER
2147 I11: [koko denwa] II1: [koko denwa] (this {our?} Inter
elephone)
2148 E4: chigau chigau, hikaru no : No, no! Hikaru’s telephone? INTER/
enwa? takun no denwa, akun’s telephone? HEUR
2149 IH: [kao denwa] I1: [kao denwa] (Hikaru’s Inter
elephone)
2150 FA: hikaru no denwa dana?. EM: It’s Hikaru’s telephone, isn’t IN TER/
aibai no denwa wa naino? 't? Isn’t there ‘bye-bye’s’ (?) HEUR
elephone?
2151 I11: [11]. IH: [11]. (uh huh) Inter
2152 IM: nande achi no ho mita yoku, E4: Why? Did you look carefully I-IEUR/
ver there? INTER
2153 IH: [n]. IH: In]. (Uh 1111b) Inter
2154IM: mitekita, IM: You went to look? HEUR/INTER
2155 IH: [n]. IH: [n]. (uh huh) Inter
2156 F: it? ((quite long and rising IM: Really? ((quite long and HEUR/
' tonation)) komattana. rising intonation» That’s a INFORM]
roblem. INTER
2157IH: [n]. [HI 1111- (Uh huh) Inter
2158 IM: doshioka. IM: What shall we do? HEUR
2159 IH: [II]. IH: [11]. (uh huh) Inter
2160 S: aru dayo. S: It is there. INFORM

161 : doko ni aru, : Where is it? I-IEUR
2162 S: ((unclear)) S: ((unclear))

2163 [H: [nai] ((very loud» I [nag] (It’s NOT there!) ((very Inter/Pers
oud»

2164 S: atta no S: It was there. INFORM

2165 I1: [nag] ((very loud» : [nag] (It’s NOT there!) ((very Inter/Pers
oud»

2166 S: usotsuki S: Liar. INTER

2167 IM: denwa nai. : The telephone is not there. INFORM

2168 IH: [d8nwa nag] t1: [denwa nag] (The telephone is Inter/Pets
ot there.)

169 IM: onechan ga mitekitekureru te IM: Sister will go take a look. INF ORM/

INTER

 

 

 

 

210

 

1701H: [denwa nag] (x3)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

njako atIa] [njako atxa] [njako
. tta] [tonton]

 

2193 f: [njako atza] ((quite loud»
I

 

((quite loud» [njako atza] [njako

 

 

atza] [njako atza] [tonton]

: [dsnwa nag] (The telephone Inter/Pers
's not there) (X3)
2171 : nene ga mitekitekureru te yo. IM: Sister will go take a look! INF ORM/
INTER
2172 H: [denwa nag] I1: [denwa nag](The telephone is Inter/Pets .
, not there) . ' ‘

2173 IM: a asoko made dame. hikaru : Ah, don’t go that far. Hikaru, REG/INTER/
than dame desho sochi. 't’s bad to go there/that way. INFORM

2174 IH: [denwa nag] ((loudly» : [denwa nag] (The telephone is Inter/Pets

ot there) ((loudly»

2175 IM: wakatta yo, nene nene ga IM: OK, I understand. Sister, INFORM/
mitekureru te, de, sono gohon Sister, will go take a look. Bye HEUR
hanno gohon? the way, what kind of book is

that book?
176 IH: [nako] I [nako] Inter

2177 IM: nyanko ne, IM: (a book about) Cats, isn’t it? INTER

178IH: [11]. I11: [11]. (uh huh) Inter

2179 IM: keshite? 0. IM: Turn it 011‘? Oh! REG

2180IH: [o7] IH: [07] Inter

2181 IM: kawaii ne, ((whispered)) IM: Cute, isn’t it? ((whispered)) HEUR

2182 : ((very loud and distorted» : ((very loud and distorted» Inter/Inform
[njako atza]. [njako at:a].

2183 IM: nyanko atta ne, IM: A cat was there, wasn’t it? HEUR

2184 I11: [njako atza] IH: [njako atza] Inter/Inform

2185 I: nyanko atta ne, dochi ga : A cat was there, wasn’t it? HEUR

wai? 'ch one is cute?

2186 IH: [kotj'igaiz] IH: [kotj'igaiz] Inter/Inform

218flM: kochi ga ii, 80?. IM: This one is good (your INTER

choice)? I see.

2188 S: saki ga kochi no ho ga kawaii S: This one is cuter than the INFORM

0. other one!

2189 IM: hora mite, umareta bakari, 1M: Look! It’s newborn. It is REG/
Dppai nonderu. Suckling. INFORM

2190 S: misete, S: Show me. REG

2191IH: [a njenjs] [H: [a nj8nj8] Inter/Inform

2192 IM: nyanya shiterune. IM: It’s mewing (?), isn’t it? HEUR

IH: [njako atza] (A cat was there) In ter /Inform

 

211

 

 

HEUR/

 

 

 

 

 

 

 

 

 

 

 

 

 

2194 : tonton shiterune. ((M and S : It is thumping (on
ave a running discussion about omething), isn’t it? ((M and S REG
omething while H tries to say have a running discussion about
arious things and have M something while H tries to say
espond to them.» hikaru chan various things and have M
ore mitegoran, ' respond to them.» Hikaru, look
at this. '

195 IH: [11] [pi7pi7ta7]. H: [n] [pi7p17ta7]. Inter/Inform
2195 IM: asobou to iuttenokana, IM: Are you saying, ‘Let’s play’? HEUR
2196IHI In] [H: In] (Uh huh) Inter

197 IM: nyanko ga asobo to iutteno? M: Is the cat saying, ‘Let’s HEUR

lay’?
2198 IH: [A71 «loudly» ]H: W] (Yes!) «loudly» Inter
2199 IM: kore wa? IM: What about this? HEUR
2200IH: [hatete] IH: [batste] Inter
2201 : matete? chigau yo. nani : Wait? No! What (is it) doing? REG/INTER/
Fliitenno nyanya unchi shiteruonIfne cat is pooping. HEUR/
INFORM
2202 [[11 In] «weakly» [Hi In] (uh huh) «weakly» Inter
203 1M: shikko shiteruyo. IM: It is peeing. INFORM

 

2204 ((pause; later on M, S, and H
are involved in naming words in
a book, but the sound is too

distorted to be useful.»

 

 

((pause; later on M, S, and H
involved in naming words in
book, but the sound is too

 

 

istorted to be useful.»

 

212

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(29" Data set, 3/30/99, (29“ Data set, 3/30/99, (29“ Data set)
6:40 PM) 6:40 PM)
H: 2;5.10. H: 2;5.10.
2205 ((F comments that recently H ((F comments that recently H
has begun to talk a great deal» has begun to talk a great deal»

206 F: hikaru chan, kyo dare to : Hikaru, whom did you play HEUR

asondano dare, dare, 'th today, whom, whom?

207 : ((mumbles something while F1: ((mumbles something while

niggering» niggerirlg»

2208 E: e? dare to asondano? doko de : What? Whom did you play HEUR
sondano? [H'th? Where did you play?

2209 I11: [koko] IH:[koko] (Here) Inter

210 : koko ne, dare to ((to B who Is :,Here wasn’t it? With whom? I-IEUR/

aking disturbing noises» takun (to B who 18 making disturbing REG
yamete urusai ((to H» soto de oises» Takun, stop it, you’ re
desho? ing noisy. ((to H» Outside,
ght?

211 : [toto] I11: [toto] (outside?) Inter
2212 IM: hikaru chan, kore nani, IM: Hikaru, what’s this? HEUR
2213 I11: ((mumbles» I11: ((mumbles»
2214IF: dare no are, IF: Whose Is that? HEUR
2215111: 1qu [H IasuI Inter
2216 IF: oisu ne? F. It’s a chair, isn’t it? INTER/

HEUR

217 IM & F: dare no isu, IM & F: Whose chair? HEUR
2218 I11: [kaoisu] I11: [kaoisu] (Hikaru’s chair?) Inter/Inform
2219IF: hikaru no isu to iimashita. IF: He said, ‘Hikaru’s chair.’ INFORM
2220 I11: [kanoasu kanoisu] (.) : [kanoesu kanoisu] (.)

[kanoisu] ((all spoken softly» [kanoisu] (Hikaru’s chair?) ((all Inter/Inform
poken softly»
2221 ((pause» ((pause»
2222 : [alj’I alj'l] : [all] alfl] (that way/over Reg
ere)
2223 : achi de asondane, 5:“? You played over there, didn’t INFORM]
ou HEUR
2224])1: Ida to] «laughs» 1H Ida to] ((laughs» Inter
2225 IF: kore dare IF: Who Is this? HEUR
2226 I11: [hanokono] ((weakly» IH: [hanokono] ((weakly» Inter
, 227 : chigau chigau, kore dare, F, No, no! Who 18 this? This, INTEIU
Eore, konohito dare, ho Is this person? HEUR
.2228 I11: [kao] IH [kao] (Hikaru) Inter

 

 

213

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

229 IF: hikaru kore, otosan, hikaru no : This is Hikaru? Father. HEUR/
hana, (.) gohan oishikatta, oishi ikaru’s nose. (.) Was the (food) ' INFORM]
gohan to itte, 'ce delicious? Say, ‘Delicious REG

ce.’
2230 IH: [agfi wawa] I11: [(1in wawa] - Inter
2231 F: oishi gwanwan ne, oishi to : (Something like) ‘dewicious INTER!

'tte, 'ce.’ Say, ‘delicious.’ REG
2232 M: hikaru, kore taberu, IM: Hikaru, will you eat this? HEUR
2233 [H: [11]. 1H: [11]. (Yes) 1m,
2234 M: tabetai to iutte, M: Say, ‘I want to eat.’ REG
2235 IH: [ba ta] ((very softly» IH: [ba ta] ((very sofily» Inter
2236 IM: nani kyu ni. .. IM: What, all ofa sudden... HEUR
2237 IH: [bear] «softly» IH: [baton «softly» Inter
2238 IF: moikai. IF: Once more. REG
2239111: [beat] 1H [batch Inter
2240 : tabetai, hai. a, otosan mo IFvan ‘I want to eat,’ yes. Ah, Father INTER/
betaina, ts to eat, too. INFORM

2241 IH: ((loudly» [batatag] IH: ((loudly» [batatag] Inter
2242 IM: batatai. IM: ‘batatai.’
2243 F: kochi kite hikaru, kochi, F: Come over here, Hikaru, over REG

ere.

244E: ((squeals about something)) [1:((squeals about something))

[kanoisu] (X2) ((shouted and [ anoisu] (X2) (Hikaru’ s chair) Inter/Inform
clear» (shouted and unclear»
224%: hikaru no isu to F: He Is protesting that it is his INFORM
ogishiteimasu. hair.
2246 E1: chotto matte (X3) mada E: Wait a minute! (X3) It has REG/
etenai, hikaru. ((M puts food in t yet come out. ((M puts food INFORM
'5 plate» his plate»
2247 IH: [ka madsete] II-1:[ka mad38t8] (Hikaru wants Reg
0 stir it?)
2248 : chotto matte, ja hikaru :Wait a minute. OK then, REG/
.mazete, ikaru, stir it. INTER
2249 : [okini]? ((with a mouthful of F1: [okini]? ((with a mouthful of Inter/Inform
ood» 00(1))
2250IM: oki ne, IM: It’s big, Isn’t it? INTER/
HEUR
2251 I11: [n] [otj' I] I11: [n] [011 I] (Yes, it’s big) Inter
2252 IM: chotto okasan saki ni IM: Wait, let Mother mix it first. REG/
tnazesashite, INTER
2253 IH: [nz] ((seems unhappy about IH: [nx ] ((seems unhappy about Inter
this» this»

 

214

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2254 IM: yoku mazete hikaru chan : Stir it well, Hikaru. Because REG/
atsui kara tsugi, ne? hikaru chan 't is hot, you can be next (to stir), INFORM/
no junban. K? Hikaru’s turn. INTER

2255 H: [are]? IH: [are]? (What?) . Heur

2256 : n, sore ireta mo. IM: Uh huh, go ahead and put it ' ‘ REG

111. ~ ' ‘
2257 H: [koko i ka ban] ((high- H: [koko i ka ban] ((high-
itched, somewhat unclear» itched, somewhat unclear» Inform/Reg

2258 : hikaru no ban to iuttayone : 1 just said it was Hikaru’s INTER/
ima ne. hikaru otofu wa? tofu. Fm, right? Hikaru, what about HEUR/REG

ofu? Tofu?

2259 H: [ohu]? IH: [ohu]? (tofu?) Heur

260 : n, oshimai, kore owari. B4: Uh huh. All finished. This is INFORM

one.

2261 H: [011 I n8]. F1: [0111 us]. (It’s delicious, Inter

'ght?)
2262 : ochi ne, (.) mazatta, IM: Delicious, right? (.) You HEUR/
jimisete. ((they begin eating» mixed it. Taste it. ((they begin REG/
oishi yo, hikaru chan tabete, (.) eating» It’s delicious. Hikaru, INTER
n. chirasanaide, dou. oishi? eat (it). (.) Uh huh. Don’t throw
taberu tsukete, it around. How is it? Delicious?
Eat. Put (this) on.

263 : [n]. [a a a] : [n]. [a a a] Inter
2264 F: hikaru chan, kore nani, F: Hikaru, what’s this? HEUR
2265 I1: [dgako]. III: [dseko]. Inter
2266 IF: kore ninjin desho? F: This is a carrot, right? INF ORM/

HEUR

267 H1: [oe nit! i] IH: [oe nilj' i] Inter
2268 F: ninjin. so so, kore nani kore. IF: A carrot. Right, right. What’s INTER/

this, this? HEUR

2269 H: [dgmtj'r] H: [dsmt] I] Inter

2270 F: ichigo. : A strawberry. INFORM

2271 IH: [OIlegO]. IH: [0111' Igo]. Inter

2272 IF: kore nani hikaru chan, kore. IF: What’s this, Hikaru? This? HEUR

2273 H: [[aju]. IH: [IajU]. Inter

2274 : so shyoyu, chanto F: Right! Soy sauce! You could INTER/
'emashitane? ay it properly, couldn’t you? HEUR

2275 IM: shyoyu zuibun mae kara : He could say ‘soy sauce’ INFORM
iutteta. om a long time ago.

2276 F: kore yoguruto hai. yoguruto. F: This is yogurt. Yes, ‘yogurt.’ INFORM

 

 

 

 

 

 

215

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

277 : abunai yo? abunai yo hikaru IM: It’s dangerous! It’s INF ORM/
han. abunai yo iutte yo. abunai dangerous! Hikaru. Say, ‘It’s REG
0 to itte, koboreru koboreru, dangerous!’(X3) You’re going to
bunai yo to itte, spill it, you’re going to spill it...
Say, ‘It’s dangerous!’
2278 I11: ((mumbles something)) IH: ((mumbles something)) .
2279E4: ne hikaru abunai yo to iutte F4: Hey, Hikaru, say, ‘It’s REG
0, dangerous!’
2280 : ((while giggling says» : ((while giggling says» Inter
Ianayol [snare]
281 : moikai yo. abunai yo. : Once more. ‘It’s dangerous!’ REG
2282 H: [anagio] ((clearly» ((1aughs)) IH: [anagio] ((clearly» ((1aughs)) Inter
.) [0]”1]? t.) [oft]? (Delicious?)
2283 IM: mm. mo hitotsu chodai. IM: Mmm. Give me one more. REG/INTER
2284IH: Iopfopfopfpf] [on]? [H: Iopfopfopfpf] [on]? Pers/Heur
2285 IM: mm. IM: Mmm.
2286IH: [obox pun one] : [obo pun one] Pers
2287 IM: pun? ((end of tape» M: ‘[pun]?’ ((end of tape» HEUR

 

216

 

 

 

   
 
 
 
  
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(30“ Data set, 5/14/99, (301' Data set, 5/14/99, (30“ Data set)
8:00 PM) 8:00 PM)
H: 2;6.24. H: 2:6.24
2288 IF: hikaru, nani yattenno? hikaru : Hikaru, what are you doing? HEUR]
chan, nani yattenno? nani ikaru, what are you doing? Are ‘ REG
yattenno, jiji shitenno? hikaru ou doing ‘jiji’? Hikaru (X2). ‘
chan (X2), hikaru chan nani ikaru, what are you doing?
yattenno, nande shabenaino, y don t you speak? Why
nande shabenaino, kyo doko on’t you speak? Where dId you
ittekitano, hikaru chan. misato 0 today, Hikaru? You went to
chan uchi ni ittekitadesho? itte? isato’s house, right? Say,
misato chan no uchi. ‘Misato’s house.’
2289 IH: ((says something weakly.» I11: ((says something weakly.»
2290F: mochotto oki koe de itte, hai. IF! Say it in a little louder voice. REG
es.
291 : [mitIatIanIIi] IH: [milj'atj'antj'i] Inter
2292 F: michachanchi itta no, IF: Did you say, ‘michachanchi?’ HEUR/
omoshirokatta? so. sorekara? ato Was it fun? Is that right? Then? REG
doko itta no kyo, soto de asonda? Afterwards, where did you go
ja, soto de asonda to itte, today? Did you play outside?
Well then, say, ‘I played
outside.’
2293 IH: [floto asonda] : [floto asonda] Inter
2294 IF: soto de asondane, demo genki : You played outside, didn’t INTER/
ga demasenne. nani yattenno ou, but you don’t sound very HEUR
hikaru chan. ively/excited about it. What are
on doing, Hikaru?
2295 ((there is a knock at the door.» ((there is a knock at the door.»
2296IH: [a7] : [a7] Pers
297 IF: a, donataka okyakusama desu. IF: Oh, someone’s there, a guest. INFORM
2298 ((short pause.)) ((short pause.))
2299 : okyakusama dewanakute, : It was not a guest, it was INFORM/
kasan deshita. hikaru chan, other. Hikaru, say, ‘bye-bye’ REG
Ekasan ni bai bai itte. ETMother.
2300 : [okasan bag bag] ((weakly.» : [okasan bag bag] (Mother, Inter
ye-bye-) «weakly»
2301 IM: ((laughs.)) IM: ((1aughs))
2302 : [okasan bag bag] ((more : [okasan bag bag] (Mother, Inter
oudly.» ye-bye.) ((more loudly.))
2303 F: ((to Hikaru,» matane te, IF: ((to Hikaru,» Say, ‘See you REG
later.’
2304IM: mata ne, IM: See you later. INTER

 

217

 

305 : [okasan mata ne] : [okasan mata ne] (Mother, see Inter I
ou later.)

I2306 IM: mata ne. ((leaves» IM: See you later. INTER I

 

 

 

 

 

 

 

218

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(31‘t Data set, 5/20/99, (31" Data set, 5/20/99, (31“ Data set)
8:40 PM) 8:40 PM)
H: 2:7.00. H: 2:700.

2307 M: hikaru chan mo sutora to IM: Say, ‘A straw for Hikaru, REG
iutte, hikao mo sutora te iutte, too.’ (X2)

2308 H: [ka mo ta] . ' H: [ka mo ta] . - ~ Inter

2309 M: hikaru mo sutora to itteimasu.le He is saying, ‘A straw for INFORM/
hikaru mo sutora hoshino, demo Hikaru, too.’ Does Hikaru want a HEUR]
oniichan ga byoki dakara traw, too? But, Brother is sick INTER
oniichan dake tsukattara hikaru 0 only he is using (a straw).
chan nomashitekureru? Will you let him use it?

310 H: ((whines,» [ka mo toa] : ((whines,» [ka mo toa] Inter/Reg
2311 IM: hikaru mo sutora hoshino? IM: Hikaru wants a straw, too? HEUR/INTER
2312IH: [n]. IH: [n]. (Yes.) Inter
2313 IM: achan agetemoii. akachan : Achan, it’s OK to give him INFORM/

dakara. dame. ii? sankyu arigato. ne. Because he is a baby. OK? REG
hikaru chan, arigato iutte okasan ank you, thank you. Hikaru,
hi. y thank you to Mother.

2314 H: [atoto] IH: [atoto] Inter

2315 IM: moikai iutte, arigato te. IM: Say it again, say, ‘thank you.’ REG

2316 I11: [atoto] H: [atoto] Inter

2317 E: hai. ((to tape recorder,» E1: Yes. ((to tape recorder,» He INF ORM/

'gato to iimashita. ((to H» aid, ‘thank you.’ ((to H» HEUR
ishi? elicious?

2318 : ((makes some noises as if : ((makes some noises as if
timething is hurting him.)) grimething is hurting him.))

2319 IM: doko ga ittakata, itai? doko IM: Where did you get hurt? HEUR/
misete, [a2] shite, [az] shite, Does it hurt? Where. Show me. REG
((unclear)) ja yameru sore. orenji Say ah, say ah. ((unclear)) OK
'usu yameru? then, do you want to stop? Stop

drinking orange juice?

2320 : ((grunts,» (.) [okasan kagta F1: ((grunts,» (.) [okasan kagta
no]? ((Something was drawn on no]? ((Something was drawn on Heur
his paper which he did not want his paper which he did not want
drawn there.» drawn there.»

2321 : n? okasan kaitanjanaiyo. 'M: What? Mother didn’t INF ORM/
hikaru chan kaitandesho kore. write/draw anything. Hikaru HEUR/
hikaru jozu dane, drew it, right? Hikaru is very INTER

good!

2322 : [n]. “I [n]. (Yes.) Inter

2323 IM: ima okasan kaitano to 'M: You just said, ‘Mother, did HEUR
.iimashitane? ou draw this?’ didn’t you?

2324 IH: ((no response.)) H: ((no response.))

 

 

219

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

325 1M: oishi, hikaru? ((he is drinkingE4: Delicious, Hikaru? ((he is HEUR
omnggjuice.)) rinking orange juice.»
2326 H: [n] [moi]. Fl: [11] [moi]. (Yes, that’s Inter/Inform
nough.)
2327 IM: moi no? lM: Is that enough? . HEUR
328 : [n]. H: [n]. (Yes) - Inter
2329 IM: konnani nokotteruyo. 1M: (But) this is all that’s left. IN F ORM/
INTER
2330 : [n]. [moi no]. 1113 1111- [11101110]: (Yes. That’s Inter/Inform
enough.)
2331 : hikaru chan nani kaitteruno? F: Hikaru, what are you HEUR
meme? drawing? Eye(s)?
2332 : ((while drawing says,» H: ((while drawing says,» Pets/Inform
Idsadsanlfi] [d3ad3anlj'i]
333 : n? : What? HEUR
2334I1-1:[d3ad3ant]'i] t1:[d3ad3an11i] Pers/Inform
2335 IM: [d3ad3anlj'i]? : [dzadsantl i1? HEUR/INTER
2336 S: jajan. S: Tada! INFORM
337 'M: jajan to iutano? 1M: Did you say, ‘Tada!’? HEUR
2338 S: jajan to ittendayo. S: He is saying, ‘Tada!’ INFORM
2339 : jozu yone. IM: Very good, isn’t he? INTER

 

220

 

 

 

 

 

some rice crackers.»

some rice crackers.»

(32“I Data set, 6/21/99, (32M Data set, 6/21/99, (32"‘1 Data set)
9:00 PM) 9:00 PM) '
H: 2:8.01. H: 2;8.0l.
2340 ((F explains that H is eating ((F explains that H is eating

 

 

 

REG

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I really like Mother, too.)

 

2341 IM: hikaru, oishi, bayuyu to itte M: Hikaru, delicious, say,
bayuyu, kore bayuyu, ‘bayuyu, bayuyu.’ This is
‘bayuyu,’
2342I:1: [bajuju] ((said while eating : [bajuju] ((said while eating
rackers» rackets» Inter
343 IF: oishi to itte, IF: Say, ‘delicious.’ REG
344 H: [9.1.111 I11: [agII] (delicious) Inter
2345 : batatai to itte, IF: Say, ‘batatai.’ REG
2346le [batatag] IH: [batatag] Inter
2347 M: osenbei batata desho? : You’re eating a rice cracker, INTER/
'ght? HEUR
348 I11: [osembei batata no] IH: [osembei batata no] Inter/Inform
2349 IF: batata no wa tabetano to in imin ‘batata’ means ‘tabeta.’ (eat) INFORM
desu.
2350 B: obaachan mitete, IB: Grandmother, look. REG
2351 : obaachan to itte, IF: Say, ‘Grandmother.’ REG
2352 IH: [bat[ an] I11: [batj an] (Grandmother) Inter
2353 F: obaachan daisuki to itte, F: Say, Grandmother, I really REG
ikeyou.’
23 54 IH: [baljan dakI] II: [balj'an dakI] (Grandmother, I Inter
eally like you.)
2355 IF: obaachan daisuki to itte, F: Say, Grandmother, I really REG
ike you.’
2356 [H: {bat} an dazkI] : {bat} an dazkI](Grandmother, I Inter
eally likgou.)
2357 : ojiichan wa? IB: What about Grandfather? HEUR/REG
2358IF: ojiichan suki? IF: Do you like Grandfather? HEUR/INTER
2359111: [odsrljandazkr] Mdslflandaikl] (I really like Inter
dfather.)
2360 : ojiichan daiksuki, so? otosan : I really like Grandfather. I see, INTER/HEUR/
wa? t about Father? REG
2361 IH: [otosandazkI] Fl: [otosandazkI] (I really like Inter
ather.)
2362 : so, okasan wa? IF: Right, What about Mother? HEUR/REG
2363 : [o, o, oka, 050, Ok, I [0, 09 Okar 080, ok, Inter
kasanmodazkl] kasanmodazkl] ((stutters a bit»

 

221

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2364 : okasan mo daisuki, hai, hai, E: I really like Mother, too. Yes, INTER/HEUR/
chan wa? es. What about Achan? REG
2365IH: [aqanmodazkt] I: [atj'anmodazkl] (I really like Inter
chan, too.)

366 F: takun wa? IF: What about Takun? HEUR/REG

2367 [H: [ta7nmodazk1] FII: [ta7nmodaxk1] (I really like Inter
akun, too.)
2368 F: hikaru chan wa? , IF: What about Hikaru? HEUR/REG
2369 IH: [kabodatj' I] : [kabodatj' I] (I really like Inter
ikaru, too.)(?)
2370 F: hikaru mo daisuki. IF: I really like Hikaru, too. INTER!
INFORM
2371 ((short pause here)) ((short pause here))
2372 IF: kore nani, hikaru chan kore, IF: What’s this, Hikaru, this? HEUR
2373 IH: ((mumbles something)) IH: ((mumbles something))
2374 IF: e? IF: What? HEUR
2375 I“ [uth]. IH: [qu1. Inter/Inform
2376 IF: kukki janai kore, osenbei. : This is not a cookie, it’s a rice IN TER/
racker. INFORM
23 77 IH: [ossmpS] IH: [osempz] (rice cracker) Inter
2378 : so. : Right. INTER
2379 ((pause)) ((pause))

380 IF: oishi? IF: Delicious? HEUR

381 IH: [2111] ((softly)) IH: [QUI] ((softly)) Inter
2382 f: oishi ne. hoka ni kotoba E: Delicious, isn’t it? Please say INTER/

'ttekudasaiyo. ome other words. REG
238T: hikaru chan, tonten mushi to IIVI: Hikaru, say, ‘tonten mushi, REG

'utte yo. tento mushi, ento mushi.’
2384 IF: tento, tento mushi. IF: Lady, lady bug. INFORM/REG
2385 IH: [tentsntontenj I] IH: [tentEntontSDJ’I] Inter
2386 IF: tontenshi IF: ‘tontenshi.’ INTER
2387 IH: [tontEnII] IH: [tontSnII]

388 ((M, F, and another person are ((M, F, and another person are

talking about something in the talking about something in the

background)) background))

389 IH: [mekoi]? : [mekoi]? Heur
2390 IF: oishi? IF: Delicious? HEUR
239flH; [0311], IH: [0311]. (delicious) Inter
2392 IF: oishi. F: Delicious. INTER

 

222

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

393 IM: oishi, yokatta ne, oishi to IM: Delicious. That’s great, isn’t INTER/
iutta? oishi to iutta? it? Did you say, ‘delicious?’ HEUR
(X2)

2394 H: [QUI]. H: [QIJ'I]. (delicious) Inter
395 : nani ga oishino? 1M: What is delicious? HEUR .
2396 H3 [kej'a QUII- H3 “(913 3311]: Inter/Inform
2397 F: nani ga oishino? kore nani, F: What is delicious? What’s HEUR

ore. this. this?
2398 IH: ((unclear)) [osemps]. IH: ((unclear)) [osEmpe]. (rice Inter
cracker)
2399 F: ojiichan nani yatteno? (X2) F: Grandfather, what are you HEUR
doing? (X2)
400 : [nanka jatzsu] H: [nanka jatzsu] (He’s doing Inter/Inform
IH Fomething)
2401 F: nanka yatteru datte, nanka E‘He’s doing something,’ (he INTER/
atteru? so. aid). ‘He’s doing something.’ INFORM
'ght.
2402 F4: ojiichan doko ni iruno? lM: Where is Grandfather? HEUR
ikaru. hikaru, ojiichan doko ni Hikaru. Hikaru. Where is
'runo? Grandfather?
2403 IF: doko, F: Where? HEUR
2404IH: ((unclear)) : ((unclear))
2405 IF: koko. obaachan wa? F: Here. What about INF ORM/
Grandmother? HEUR/REG
2406 : [obag’ an kokzo] H: [obatI an kokzo] (Grandmother Inter/Inform
ere)
2407 ((pause)) ((pause))
2408 IF: hikaru chan nani yatteno? are IF: Hikaru, what are you doing? HEUR
,nani, hikaru chan no nani? t is that? It is Hikaru’s
What?
2409 IH: ((mumbles)) Fl: ((mumbles))

410 IF: hikaru no kusuri. F: Hikaru’s medicine. INFORM
2411 IH: [kanosi] ((weakly)) H: [kanosi] ((weakly)) Inter
2412 IF: kusuri. F: Medicine. INFORM
2413 IH: [kanosi] ((weakly)) H: [kanosi] ((weakly)) Inter
2414 IF: kusuri, IF: Medicine. INFORM
2415 IH: [g1] Ii: [gm Heur?
2416 IF: oishi kusuri, F: Delicious medicine. INFORM
2417 IH: {or}: a ki] (.) IH: [gm a ki] (.) Inter

 

 

223

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 
  
  
  
  
 

 

 

 

  

onderuno hikaru, sore nani?
'karu. hikaru? hikaru?

 

hat is it? What are you drinking

ow? Hikaru, what is it? Hikaru.
ikaru? Hikaru?

 

418 If: hikaru oide kusuri ageru kara, zHikaru, come over here and I REG/
ore peron to nametara owari. 11 give you your medicine. All INTER
ou have to do Is lick this
spoon) and it’s done.
419 IF: oishi so iina hikaru chan, Elam It looks delicious. It’s great, 'INFORM/
’ 1k INTER
2420 IM: orenji no aji, ame no aji. RI: It’s orange flavor, candy INF ORM/
avor. INTER
2421 IF: oishi so na aji da. E: It’s a delicious sounding INFORM
avor.
2422 IH: [amenoaji]? IH: [amenoaji]? (candy flavor?) lnter/I-Ieur
2423 IF: so. IF: Right. INTER
2424 M: ame no aji. IM: Candy flavor. INF ORM/
INTER
2425 IH: [jada]. : [iada]. (I don’t want it) Pers
2426 IM: iyada kedo sa, tabenakucha IM: You might not want it, but INTER/
flame nandane? a shite you have to (eat) take it. Say REG
6a11.,
2427 ((H takes the medicine)) ((H takes the medicine))
2428 : hai, erai (X7) a, erai nonda. : Yes, well done! (X7) Ah, well INTER
IF one! You drank it!
2429II—I: [om]. IH: [om]. (delicious) Inter/1mm
2430 IVI: oishi ((1aughs)) IM: Delicious. ((1aughs)) IN F ORM/
INTER
2431 : oishikatta, ((chuckles)) : It was delicious, ((chuckles)). INTER/
ishikattane. desho? oishi desho? t was delicious, wasn’t it? HEUR
lshl desho? ((to M)) leU 'ght? It was delicious, right?
genal to, mizu, ((to H)) Jusu ) ((to M)) Give him some
omma, oishikattane? hora ater, water. ((to H)) Drink
masal orshi kusuri damon, me juice. It was delicious,
hon mo dandan oishlkunattan asn’t it? Look at that! It was
usuri ga elicious medicine! Japanese
edicine has gradually become
elicious.
2432 : [moi]. : [moi]. (enough) Inter/Pers/
IH Inform
2433 IM: mo yokunaindayo. IM: No, not enough. INTER
2434 : motto oishi nomenakya. : You have to drink more INFORM]
ikaru sore nani? ima nani elicious (medicine). Hikaru, HEUR

 

224

 

APPENDIX B

NON-JAPANESE WORDS FOUND IN THE DATA.

(* - not typically found in Japanese.)

 

Word/Phrase

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Phonetic Speaker Date first Position
transcription noted in (#) in data
(IPA) data

bye-bye [ba; bag] F 6/9/98 41
cheetah [tIita] F 6/13/98 45
pan (‘bread’ in some [pan] F 7/7/98 72
Romance languages)

lucky [I'Aki] / [rakzi] F 7/16/98 81
tape [tepw] M 7/1 8/98 129
tape recorder [tepuJ rekoda] M 7/18/98 131
*Pooh [puz] M 7/18/98 158
*Winnie the Pooh and [wmiéepuaen F 7/18/98 159
the honey tree oahAnitJi]

balloon [barum] M 7/1 8/98 1 83
mic(r0phone) [mgkw] M 7/ 1 8/98 250
lion [ragon] S 7/1 8/98 253
juice [d3wstu] M 7/22/98 326
*dressed up [dorestapw B 7/22/98 340
camp [kjampw] S 7/30/98 481
up [apw] M 7/30/98 487
bed [bszdo] M 7/30/98 499
thank you [Oagkju] F 8/2/98 529
papa [papa] F 8/2/98 547
banana [banana] M 8/9/98 569
video [bideo] B 8/9/98 578
violin [ba;orin] F 8/9/98 659
power [pang B 8/9/98 686
baton [batan] F 8/21/98 714
hello [hero] / [haro] F 8/21/93 720
*Freidrich [tbwridorihi] F 8/21/98 722
curtain [katen] F 8/21/98 767
*chain [11' en] B 8/21/98 781
*bring back [bwrigwgwbakrw] M 8/21/98 782
*promise [pwromisw] M 8/21/98 784
cooler (air conditioner) [kwra] F 8/24/98 813

 

 

 

 

 

225

 

APPENDIX B (CONT’D)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*Restamin (medicine) [rastamin] M 8/30/98 835

dynamic [da’mamikw] F 8/30/98 846

*Moon [mun] : - M 8/30/98 891

*taking turns. [tekin taznui] B 8/30/98 965

cake [keiki] M 8/30/98 1027
one, two, three [wan] [tsLu] [swri] M 9/8/98 1153
four, five [foz] [fay] M 9/8/98 1159
chicken [tj'ikin] M 9/ 1 5/ 98 1251
cheese [g’izul] M 9/15/98 1296
*Jesus [d3izasu1] M 9/15/98 1307
*ouch, yuck [Q9113] [jak] M 9/28/98 1436
cookie [kwkzi] F 10/2/98 1636
happy [hap:i] F 1 0/2/ 98 1 642
cracker [kwrakza] F 10/2/98 1650
*No thank you [no Gagkju] F 10/2/98 1663
*enough [inAf] F 1 0/2/98 1 665
*Jmppy [papzi] M 10/15/98 1871
no [no] M 2/8/99 2047
pen [pen] F 2/ 10/99 2089
straw [swtora] / [SUJtoro] M 5/20/99 2307
orange juice [orend3 d3ws] M 5/20/99 2319

 

 

 

 

 

226

 

APPENDIX C
TABLES SHOWING ALL DATA SETS

Table Legend:

Sxakers - Functions -

M — Mother INST — Instrumental HEUR — Heuristic

F — Father REG — Regulatory IMAG — Imaginative
B — Brother INTER — Interactional INFORM — Informative
S - Sister PERS — Personal

The following examples from Table 1 show two important boxes.

 

 

 

 

1) The upper left hand box in each table provides the following information:
a) data set number
b) date the data set was recorded
c) age of the subject, H, in years, months, and days.

2) The lower right hand box gives the total number of utterances produced by the
speakers in each data set.

 

Totals/
Function 7

 

Summary: M dominates this data set. The regulatory function is most prominent,

but there are very few data seen in this recording session.

227

 

 

 

Summary: F dominates this data set. The regulatory function is most prominent,

but there are still very few data seen in this recording session.

T

    

Function

Summary: M dominates this data set but only by one utterance. The regulatory

function is most prominent, but there are very few data seen in this recording session.

228

T
Function 7

 

Summary: F dominates this data set. The regulatory function is most prominent,

but there are very few data seen in this recording session.

T E-

    

B

S

Totals/
Function

Summary: F dominates this data set but only by one utterance. The regulatory

function is most prominent, but there are very few data seen in this recording session.

229

 

 

T F - Data set #6

B

S 1 9

Totals/ 48 45 51

Function

 

Summary: M dominates this early data set. The interactional function is most
prominent, but there is a very close balance among the flmctions in M’s speech. F’s

speech is dominated by the regulatory function.

    

T

B

S

Totals/ 48 34 20
Function 1

Summary: M dominates this early data set as well. The interactional function is
most prominent, but again there is a very close balance among the functions in M’s

speech. F’s speech is dominated by the regulatory function again.

230

Table H - Data set

    

B

S

Totals/ 3 4
Funcfion 1 1 ll 19

Summary: F dominates this data set but only by one utterance. The regulatory
fimction is most prominent, but there are very few data. M once more exhibits relatively
equal distribution of functions used.

T - set #9

l

T 16
Function 1

 

Summary: M dominates this data set but only by four utterances. The interactional
function is most prominent, but there are few data. F’s speech is dominated by the

regulatory function.

231

B
S

Totals/ 3
Function 1

 

Summary: F dominates this data set. The regulatory function is most prominent,
but there are few data. F exhibits relatively more equal distribution of functions used

than previously recorded.

T
Function

 

Summary: F dominates this data set. The regulatory function is most prominent.
M once more exhibits relatively equal distribution of functions used, though the

interactional function is most prominent in her speech.

232

B

S

Totals/
Function

 

Summary: F dominates this data set. The regulatory and interactional functions
are equally prominent, but there are very few data.

M-

    

T
Function

Summary: M dominates this data set. The regulatory function is somewhat more
prominent than the interactional function. F’s speech is dominated by the regulatory

function.

233

T 13

Function

 

Summary: F dominates this data set. The informative function slightly dominates.
There is relatively equal distribution among three functions, but the interactional function

is seen in only one utterance.

T 61
Function

 

Summary: M once again dominates this somewhat later data set. The interactional
function is most prominent. M exhibits relatively equal distribution of functions used
though the interactional function is still most common. F’s speech is dominated by the

heuristic function with the regulatory function the next most prominent.

234

B

S

Tomb/
Funcfion

 

Summary: F dominates this data set. The regulatory and interactional functions
are equally prominent, but there are very few data. M exhibits more regulatory function
utterances more than interactional ones.

- set #17

6

T 49 32
Function

 

Summary: Again, M dominates this data set. The regulatory function is most

prominent. F’s speech is dominated by the regulatory function.

235

 

 

  

Table R - Data set #8

      

 

 

 

 

 

“‘ j :5 l’}~",f;3*'_l:
M 17 18 7 . .
. (39%) (41%) (16%) _ (5%) (49%)
F 19 11 10 ' ‘4 44
(43%) (25%) (23%) (9%) (49%)
B
s 1 1 2
(50%) (50%) (2%)
Totals/ 37 29 17 7
Function (41%) (32%) (19%) (8%) 90

 

 

 

 

 

 

 

 

 

 

 

Summary: Interestingly, M and F have equal dominance in this data set. The
interactional function is most prominent (though only by one utterance) in M’s speech
while F’s speech is dominated by the regulatory function.

Table S- Data set #19

 

 

 

   

 

 

 

 

2.: - ' "ctr; . . '. . ”t I Hi, ‘7 If :x .-.,.. I —:~ Strai; 1 ' 5:16.,in ...a-a. I
; gar.» ' fliers}, 11 8:152, t. 4;“ xiiiiglig 32:115.“
4 1 2 3
(40%) (10%) (20%) (30%) (14%)
F 30 14 15 3 62
(48%) (23%) (24%) (5%) (85%)
B
S l 1
(100%) (1%)
Totals/ 34 15 17 7
Function (46.5%) (20.5%) (23%) ( 10%) 73

 

 

 

 

 

 

 

 

 

 

 

Summary: F dominates this data set. The regulatory function is most prominent.
M once more exhibits relatively equal distribution of functions used, though she only

produces ten utterances during this data set.

236

T
Function

 

Summary: F dominates this slightly later data set but only by two utterances. The
regulatory fimction is most prominent in F’s speech but only by two utterances. M’
speech is slightly more dominated by the interactional function, whereas F’s speech is
slightly more dominated by the regulatory fimction. In general, however, the

interactional function is the slightly more prominent function in this data set.

B

S

Totals/ 26 25 16
Function 93

 

Summary: F dominates this data set. The regulatory function is most prominent,
though other fimctions have relatively more prominence than in many of the previous

data sets. M once more exhibits relatively equal distribution of functions used.

237

B

S

Totals/ 4
Function 1

 

Summary: F dominates this data set. The regulatory function is by far the most
prominent, though other functions have equal prominence. M only produces two
utterances, but both are of the interactional type.

W - set

    

T
Function

Summary: M clearly dominates later this data set. The interactional function is
most prominent, but only by two utterances over the heuristic function. F’s speech is still
prominently weighted toward the regulatory function, though he only produces ten

utterances here.

238

B

S

Totals/ 13 13
Function

 

Summary: M dominates this data set. The interactional and heuristic functions

have equal prominence.

T
Function

 

Summary: F dominates this data set. The heuristic function is most prominent, but
there are very few data. The regulatory function is still more prominent than the

interactional function.

239

T
Function 70

 

Stunmary: F dominates this data set. The regulatory function is by far the most
prominent. Once again M exhibits relatively equal distribution of functions used.
T

AA - #27

 

       

T 1 1
Function 1

Summary: F dominates this data set. The heuristic flmction is most prominent

with the interactional function second in prominence, but there are few data.

240

1 4

T 12 15

Funcfion

 

Summary: M dominates this data set. The heuristic function is most prominent
with the interactional function next. M once more exhibits relatively equal distribution of

flmctions used.

T l7 13

Function

 

Summary: F dominates this data set but only by two utterances. The heuristic
function is most prominent. M once more exhibits relatively equal distribution of

functions used, though the regulatory function is most prominent in her speech.

241

Table DD - Data

B

S

Totals/
Function

 

Summary: F dominates this data set. The regulatory function is most prominent,
but there are very few data M once more exhibits relatively equal distribution of

functions used.

T 12
Function 1

 

Summary: M dominates this data set. The heuristic function is most prominent,

but there are few data. The other fimctions seen have relatively equal distribution.

242

T 18 22 16

Function

 

Summary: F dominates this final data set. The heuristic function is most
prominent, though the other functions are seen in relatively equal distribution. M once
more exhibits relatively equal distribution of three functions used, though the fourth

function, the interactional function, is quite prominent in her speech.

243

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