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Hello–Goodbye: An analysis of children′s telephone conversations

Over the past ten years research on how children acquire the structural features of language has been increasingly complemented by descriptions of how and when children learn to use language appropriately in a variety of contexts, to different addressees, and for different purposes. One sociolinguistic skill most children in western societies acquire by the time they reach adolescence is the ability to handle telephone conversations. Indeed, many parents testify to the hours of practice their offspring devote to perfecting this skill, particularly during their teenage years. Like many other aspects of sociolinguistic competence, learning to talk on the telephone is a skill acquired largely on the basis of experience, although certain routinized aspects may be made explicit for the learner's benefit. Many little children, when they first pick up a ringing phone, display typical Piagetian egocentrism and do not answer but simply listen; 'Say hello when you've picked up the phone' is a simple basic rule that is easily made explicit. Similarly, 'Say goodbye before you put the phone down' is another rule adults can provide. Both of these are marked as routines by the use of the introductory word say (Berko-Gleason and Weintraub 1976: 130). There is obviously much more to successfully accomplishing a telephone conversation, however, than saying hello at the beginning and goodbye at the end, as the work of Schegloff (1968) and Schegloff and Sacks (1973) has demonstrated. They describe the norms of adult American society for opening and closing telephone conversations, with some further suggestive comments concerning the discourse rules governing the introduction of the first topic, and the ways in which topic