The analysis of adult-child conversation during story-reading indicated that a child, between 2 and 3 years, could learn the question-answer sequences, and preferred simple and small adjacency pairs. It was not until the fourth year that recognition of being accountable for a meaningful answer became evident. More interaction tragedies would be used in conversation by 3-year-old children, such as inter-expansion and direct other-repair in appropriate response to the adult’s request, which meant awareness of self-position and social asymmetry. According to context and non-minimal post-expansion, advanced answers were noted in a 4-year-olde child’s story-reading discourse. Concluding comments suggested that more competent talking patterns should be formulated to promote the development of children’s conversation skills.
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