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Hi, Thanks, and Goodbye: More Routine Information
Esther Blank Greif and Jean Berko Gleason
Language in Society
Vol. 9, No. 2 (Aug., 1980), pp. 159-166
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/4167137
Page Count: 8
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This study examines children's acquisition of three politeness routines: hi, thanks, and goodbye. Twenty-two children, eleven boys and eleven girls, and their parents participated. At the end of a parent-child play session, an assistant entered the playroom with a gift to elicit routines from the children. Spontaneous production of the three routines was low, with thank you the most infrequent. Parents actively prompted their children to produce routines, however, and children usually complied. Further, parents themselves used the routines, with more mothers than fathers saying thank you and goodbye to the assistant. Results were discussed in relation to the role of parents in linguistic socialization and to the importance of routines in social interaction.
Language in Society © 1980 Cambridge University Press