On Mar 25, 2021, at 11:25, Brenda Beverly <bbev...@southalabama.edu> wrote:
To Whom It May Concern:
I am a new user of CHAT/CLAN (long time SALT user). My colleague in China and I are using CHAT/CLAN for transcription and analysis of mothers' engagement behaviors when book sharing with 4 year olds. We may be able to donate the videos and/or transcripts to CHILDES in the future, but in the short term, we are trying to maximize the CHAT/CLAN capabilities.
I have a few questions:
1. Are post codes the best CHAT method for our study purposes? After working to learn CHAT , it seems that our study-specific coding of engagement strategies is best accomplished through post codes. So, we have an utterance and then a post code - for example, [+ CR] which is our abbreviation for Choral Reading, an engagement strategy of the mothers that we are tracking.
2. How could we get separate tiers for when the mothers are reading the text from the children's book versus when the mothers are talking/speaking, not reading? We have ruled out @g. It seems @g is better for 2 different book sharing activities, not these separate types of talk with one book sharing/storybook. We are considering labeling the Participant tier to separate this - @MOT for Mother reading, but maybe @MET for Mother's extra-textual talk. This will likely give us the output we need but it's not truly 2 different participants. In that regard, it feels like we might be missing out on a tier option that would be a better representation of the transcripts. Should we have set this up with a dependent tier using %ETT (extra-textual talk) perhaps? Could we keep the post codes and add this following the MOT utterances that are extra textual? Or do we need to use the codes together, for example:
%ETT : AK (AK = our code for an acknowledgment)
3. Is the freq command the best CLAN program for our purposes? We have successfully run freq to obtain the counts for the post-codes and exported that to excel.
The program my colleague ran was:freq @ +[*MOT = s"<+ AK>"She ran separate analyses for each of the engagement behaviors - AK for acknowledgement as well as CR Choral Reading etc.This is working. I was simply curious if this was the best/right option, especially given my other questions about the use of post codes and tiers.
4. Lastly, I believe we could run a command that would include all 10 participant transcripts, but I haven't studied or determined how to set that up. Are you able to assist?My apologies for these basic questions. We are excited to access CHAT/CLAN for this project and future work. Your support is greatly appreciated!Brenda Beverly251.635.3999 mobile #
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Recited utterances: [+ recit]
Acceptable words for recited speech include speech that is ‘starting’ an utterance to get the child’s attention. In the example below, “look it says” is not part of the text, but is starting the utterance.
*MOT: look it says Thomas_the_Train went round and round. [+ recit]
The following are still accepted as recited:
Recited mixed utterances: [+ rmix]
Any words that are omitted, added or changed within the text should get the [+ rmix] postcode. For example, the text is “and King said he was so happy to see his friends”.
Omitted “so”:
*MOT: and King said he was happy to see his friends [+ rmix]
Added language:
*MOT: and King said he was so happy to see his good friends [+ rmix]
Changed language: this includes articles (e.g., a vs. the)
*MOT: and King said he was so happy to see his friend [+ rmix]
We also count translations of the recited text (this counts for ‘live’ translations, where
the caregiver has a book in one language in front of them that does not have the translated text, so instead is translating it as they read). We will count this here because this language is no longer spontaneous, since what to say is dictated by the text available.
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