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Children's communication repair strategies: Online versus face-to-face interaction

Title
Children's communication repair strategies: Online versus face-to-face interaction
Authors
ChungHaeunBaikKyungrangCheonJihyeKimYoung TaeYimDongsun
Ewha Authors
김영태임동선
SCOPUS Author ID
김영태scopus; 임동선scopus
Issue Date
2024
Journal Title
Journal of Communication Disorders
ISSN
0021-9924JCR Link
Citation
Journal of Communication Disorders vol. 108
Keywords
Communication breakdownOnline assessmentPragmaticsRepair strategy
Publisher
Elsevier Inc.
Indexed
SCIE; SSCI; SCOPUS WOS scopus
Document Type
Article
Abstract
Introduction: One's ability to repair communication breakdowns is an important and pragmatic language skill. The present study examined children's communication repair strategies between online and face-to-face interactions using a reading comprehension task designed to probe for persistent clarification requests. Methods: 4–6-year-old typically developing children (Age: M = 5.5years) completed a communication repair task. Online group (n = 17) completed the task online, face-to-face group(n = 22) met researchers in person. Children's responses were then categorized into verbal strategies, supplementary strategies, and nonresponses. Results: Our results showed that children can effectively employ repair strategies when a communication breakdown occurs, regardless of the communication setting in response to a series of clarification requests. However, types and patterns of communication repair strategies varied between online and face-to-face interactions. Children in online interaction showed higher use of repetition and suprasegmental strategies than did their face-to-face peers. In contrast, children in face-to-face interaction demonstrated more frequent use of revision and addition. Also, we examined the relationship between repair strategy and children's language skills. The results showed that children with better language skills used more addition, which is a more complex strategy than suprasegmental and nonresponse, and tried to use repair strategies effectively in an attempt to repair their statements as clarification requests proceeded. Conclusion: It is important to understand different trends of pragmatic skills of children across online and face-to-face interaction. Guidance on the effective strategy to repair communication breakdowns depending on the different contexts needs to be considered for the successful use of online learning and telepractice. © 2024
DOI
10.1016/j.jcomdis.2024.106406
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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