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Working on young children's articulations: repetition turns in picture book labelling sequences

Adults’ ’repetitions’ of young children’s utterances are often cited as a characteristic feature of the language addressed to young children, and are thus often pointed to as a significant feature of the developing child’s linguistic environment. However, it is clear that renetition can encompass a range of formal relationships between two utterances, and can also accomplish a diversity of interactional work in a conversational exchange. This paper attempts to tease out some of the different interactional accomplishments of repetition in one particular interactional setting, and to identify the linguistic and particularly prosodic parameters associated with those accomplishments, by examining carers’ repetitions of the labelling utterances produced by children aged between 1;7 and 2;3 while looking at picture books. While some repeating turns in this context are seen to affirm the child’s choice of label and to terminate a labelling sequence, others give a very different message to the child by eliciting a further labelling attempt, and thus initiate reparative work on the child’s articulations. It is found that