本文關(guān)鍵詞：3-6歲兒童同伴會話能力發(fā)展研究　出處：《華東師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 會話能力 語用能力 同伴互動 兒童語言發(fā)展 CHILDES

【摘要】： 會話是兒童與同伴互動的主要形式,3-6歲正是兒童與同伴交往、形成同伴關(guān)系的重要階段,會話能力對兒童同伴互動活動的開展和同伴關(guān)系的建立都具有重要的影響作用,會話能力也是兒童語言運(yùn)用能力的重要組成部分,因此兒童同伴會話能力的發(fā)展引起了諸多學(xué)者的關(guān)注。國際兒童語言學(xué)界從話輪轉(zhuǎn)換、會話發(fā)起、會話維持、會話修補(bǔ)幾個方面對兒童的會話能力進(jìn)行了全面概括,然而,漢語兒童語用研究中對兒童會話能力的發(fā)展關(guān)注較少,特別是對兒童與同伴互動情景下的語言運(yùn)用狀況尚缺乏系統(tǒng)研究。 借鑒國外兒童會話能力發(fā)展研究框架,本研究從話輪轉(zhuǎn)換、會話發(fā)起、會話維持、會話修補(bǔ)四個方面,對3-6歲兒童與同伴互動中的語言運(yùn)用狀況進(jìn)行了系統(tǒng)分析。采用量化研究與質(zhì)化研究相結(jié)合的方法,在量化分析部分采用自定義的會話編碼與“交流行為目錄簡略版”(Inventory of Communicative Acts-Abridged,簡稱INCA-A)相結(jié)合的編碼系統(tǒng),對兒童同伴半結(jié)構(gòu)游戲情境互動語料進(jìn)行統(tǒng)計(jì)分析。并進(jìn)一步通過對兒童同伴互動錄像的質(zhì)化分析,驗(yàn)證和解釋量化研究結(jié)果,揭示了兒童會話能力發(fā)展的具體過程。 研究發(fā)現(xiàn),隨著年齡的增長,3-6歲兒童在話輪轉(zhuǎn)換、會話發(fā)起、會話維持、會話修補(bǔ)四個方面的能力都有了顯著提高,并表現(xiàn)出與國外兒童大致相似的發(fā)展趨勢。因此,本研究認(rèn)為上述四個方面是漢語兒童會話能力的重要構(gòu)成要素;兒童會話能力的發(fā)展與認(rèn)知發(fā)展緊密相關(guān);學(xué)前兒童同伴會話能力具有典型的總體特點(diǎn),即:兒童不是一個成功的會話發(fā)起者,但卻是一個良好的會話維持者,同時(shí)也是一個不成熟的會話修補(bǔ)者;兒童與同伴互動中的“想象”交流空間以及“消極”交流氛圍為其會話能力的發(fā)展創(chuàng)設(shè)了良好的契機(jī)。
[Abstract]:Conversation is the main form of interaction between children and peers. Age 3-6 is an important stage for children to interact with peers and form peer relationships. Conversational competence plays an important role in the development of children's peer interaction activities and the establishment of peer relations. Conversational competence is also an important part of children's language use ability. Therefore, the development of children's peer conversational ability has attracted the attention of many scholars. The conversational competence of children is summarized in several aspects of conversational repair. However, in the study of Chinese children's pragmatics, little attention is paid to the development of children's conversational competence. In particular, there is a lack of systematic research on language use in the context of children's interaction with peers. Learning from the research framework of children's conversational ability development abroad, this study focuses on four aspects: turn-switching, conversational initiation, conversational maintenance, and conversational repair. The use of language in the interaction between 3-6 years old children and their peers was systematically analyzed, and the method of combining quantitative and qualitative studies was adopted. In the quantitative analysis section, we use custom session coding and the "acronym of AC behavior Catalog" (. Inventory of Communicative Acts-Abridged. Based on the coding system of INCA-A, this paper makes a statistical analysis on the interactive corpus of children's peer semi-structured game situation, and further analyzes the qualitative analysis of the children's peer interaction video. Verification and interpretation of quantitative research results reveal the specific process of children's conversational ability development. It is found that the ability of children aged 3 to 6 years in the following four areas: turn-switching, conversation initiation, conversation maintenance, and conversation repair has been significantly improved with the increase of age. Therefore, this study holds that the above four aspects are important elements of Chinese children's conversational ability. The development of children's conversational ability is closely related to cognitive development; Preschool children's peer conversational ability has typical general characteristics, that is, the child is not a successful conversation initiator, but a good conversation maintainer, but also an immature conversation patching; The "imagination" communication space and the "negative" communication atmosphere in the interaction between children and peers create a good opportunity for the development of their conversational ability.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G613.2

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 羅黎麗;五周歲漢語兒童的言語交際研究[D];暨南大學(xué);2012年

相關(guān)碩士學(xué)位論文 前3條

1 孫日明;兒童早期語言習(xí)得中兒向語的分析[D];哈爾濱理工大學(xué);2010年

2 邢莉莉;3-5歲幼兒對“朋友”的理解研究[D];華中師范大學(xué);2011年

3 唐婧琦;兒童戲劇教育與幼兒發(fā)展：一種國際視角[D];華東師范大學(xué);2013年

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本文編號：1355694