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The violation of the cooperative maxim in early childhood: A pragmatic case study

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 3 (2023) · hlm. 1327–1335

DOI
10.11591/ijere.v12i3.25260
ISSN
2620-5440, 2252-8822
Terbit
2023-09-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The study examined the violation of the maxim of cooperation in early childhood conversation be means of a pragmatic case study, which is an important undertaking given the strong influence of the surrounding environment on children’s language development. Previous studies have delved into this area, particularly with regard to children with special needs, but have not widely explored how such a violation emerges in the early childhood period. Here, we adopted a qualitative approach using a pragmatic case study design, and over seven months collected data by observing, listening to and recording the conversations of a 4-year-old boy. The results of this process were used as transcripts for conversation data. Specifically, we found that of the 40 conversation data items concerning the form of cooperative maxim violations, there were 13 (32.5%) conversation data items. These results indicate that children in the early childhood period already possess pragmatic abilities, as evidenced by the ability to answer questions relevantly, but are constrained by their ignorance in answering questions correctly, thereby leading many children to violate the maxim of manners.

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  • Universitas Muhammadiyah Prof Dr Hamka
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Rekan penulisOrganisasiArtikel bersama
Istaryatiningtias IstaryatiningtiasAfiliasi tidak diketahui2
Edy NugrahaAfiliasi tidak diketahui2
Novi Andayani PraptiningsihUniversitas Muhammadiyah Prof Dr Hamka1
Rahmiwati MarsinunUniversitas Muhammadiyah Prof Dr Hamka1
Agus Hi JamalAfiliasi tidak diketahui1
Prima Gust YantiAfiliasi tidak diketahui1
Prima Gusti YantiAfiliasi tidak diketahui1
Desi DarmayaniAfiliasi tidak diketahui1
Asmaul Husna Cantika WiradikaAfiliasi tidak diketahui1
Alif Triana LestariAfiliasi tidak diketahui1
Hamzah Puadi IlyasAfiliasi tidak diketahui1
Sintha WahjusaputriAfiliasi tidak diketahui1
Ahmad DiponegoroAfiliasi tidak diketahui1
Lelly QodariahAfiliasi tidak diketahui1
Yessy Yanita SariAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The violation of the cooperative maxim in early childhood: A pragmatic case study</dc:title>
	<dc:creator>Tarmini, Wini</dc:creator>
	<dc:creator>Solihati, Nani</dc:creator>
	<dc:creator>Fitriani, Somariah</dc:creator>
	<dc:creator>Ibrahim, Nini</dc:creator>
	<dc:subject xml:lang="en-US">Case study; Cooperative maxim; Early childhood; Pragmatic; Violation</dc:subject>
	<dc:description xml:lang="en-US">The study examined the violation of the maxim of cooperation in early childhood conversation be means of a pragmatic case study, which is an important undertaking given the strong influence of the surrounding environment on children’s language development. Previous studies have delved into this area, particularly with regard to children with special needs, but have not widely explored how such a violation emerges in the early childhood period. Here, we adopted a qualitative approach using a pragmatic case study design, and over seven months collected data by observing, listening to and recording the conversations of a 4-year-old boy. The results of this process were used as transcripts for conversation data. Specifically, we found that of the 40 conversation data items concerning the form of cooperative maxim violations, there were 13 (32.5%) conversation data items. These results indicate that children in the early childhood period already possess pragmatic abilities, as evidenced by the ability to answer questions relevantly, but are constrained by their ignorance in answering questions correctly, thereby leading many children to violate the maxim of manners.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-09-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25260</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i3.25260</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 3: September 2023; 1327-1335</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25260/13633</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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