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Note that she does not overtly guess, and therefore < previous page page_45 next page > < previous page page_46 next page > Page 46 she is employing a strategy other than the one mentioned below, informant AC about 'indånding' (see also Haastrup, 1985 about lexical inferencing). ) HK:det ikke det? This girl has confused the word 'lærebog' with 'gæstebog' (visitors' book) which is used exactly as she describes it, but she is aware of her problem and therefore appeals for hints or help. This should suffice to show that the categories of communication strategies suggested by Færch & Kasper are indeed present when the communicative goal is to 'convey information' or something similar.

In E. Glahn & A. Holmen (eds), Learner Discourse. Anglica and Americana, 22. University of Copenhagen: Department of English. Katz, J. (1981) Children's second-language acquisition. International Journal of the Sociology of Language, 28, 53-68. Keenan, E. (1974) Conversational competence in children. Journal of Child Language, 1, 163-83. Larsen-Freeman, D. ) (1980) Discourse Analysis in Second Language Research. : Newbury House. Lloyd, P. & Beveridge, M. (1981) Information and Meaning in Child Communication.

Of particular interest for the light they shed on formal competence are the modifications questions may undergo if they are not answered. , Another type of modification amounts to specifying the referent: De e dina, Pia? Pia. De e It is yours, Pia? Pia. It is Ana: dina, Pia? De e din en docka? yours, Pia? It is yours a doll? Modification may also mean a change from a single word to a full-blown sentence: Du? Pia. Pia, du kommer You? Pia. Pia, you're coming Ana: imorron? tomorrow? A yes/no question can be turned into a wh-question.

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