發(fā)布時間：2018-04-29 06:16

  本文選題：4-5歲兒童 + 會話能力　； 參考：《南京師范大學(xué)》2016年碩士論文

【摘要】：會話是學(xué)前兒童口頭語言的重要組成部分,也是兒童交流能力發(fā)展的重要途徑�！�3-6歲兒童學(xué)習(xí)與發(fā)展指南》中明確指出：“兒童的語言能力是在交流和運(yùn)用的過程中發(fā)展起來的”,并提出要為“兒童創(chuàng)設(shè)自由、寬松的語言交往環(huán)境,鼓勵和支持兒童與成人、同伴交流”。在學(xué)齡前期,兒童會話能力的發(fā)展主要受到了成人和同伴的雙重影響。那么兒童在面對熟練的會話者(成人)和不熟練的會話者(同伴)時其會話能力的發(fā)展會表現(xiàn)出哪些一致性和差異性?而差異性又體現(xiàn)了成人與同伴對兒童會話能力的發(fā)展的哪些不同作用?已有的研究無法給予明確的答案。因此,基于對以往研究的梳理,本研究從N市選取家庭教育背景相當(dāng)、智力正常的30名4-5歲兒童為研究對象,并在語料分析和已有研究的基礎(chǔ)上進(jìn)行編碼,對“兒童-成人”會話和“兒童-同伴”會話中兒童的會話能力從話輪轉(zhuǎn)換能力、會話發(fā)起能力、會話維持能力和會話修補(bǔ)能力四個方面進(jìn)行量化比較分析。研究發(fā)現(xiàn)：(一)4-5歲兒童分別與成人和同伴會話時,其會話能力發(fā)展趨勢具有一致性,具體表現(xiàn)為：會話能力總體發(fā)展趨勢一致；會話發(fā)起方式和會話維持方式總體一致；會話發(fā)起和會話維持中核心交流傾向類型和核心言語行動類型一致；會話修補(bǔ)能力發(fā)展均十分不成熟。(二)4-5歲兒童分別與成人和同伴會話時,其會話能力各部分發(fā)展具有差異性,具體表現(xiàn)為：話輪轉(zhuǎn)換能力發(fā)展存在差異；會話發(fā)起能力和維持能力發(fā)展存在差異;會話發(fā)起和會話維持中言語類型的使用存在差異；會話發(fā)起和會話維持中交流傾向類型和言語行動類型使用偏好存在差異；會話修補(bǔ)請求能力存在差異。(三)研究對差異進(jìn)一步比較,并結(jié)合語料,對成人與同伴在兒童會話發(fā)展中起到的不同作用進(jìn)行了歸納。成人對兒童會話能力發(fā)展起到的作用主要表現(xiàn)在：成人對兒童的話輪轉(zhuǎn)換能力、會話維持能力、會話語言相關(guān)性和敘事語言的發(fā)展提供了相對支持作用。同伴對兒童會話能力發(fā)展起到的作用主要表現(xiàn)在：同伴對兒童的會話發(fā)起能力、會話修補(bǔ)能力、復(fù)雜結(jié)構(gòu)話語的輸出、會話中想象的表達(dá)、發(fā)話者角色的發(fā)展、去“自我中心化”言語和否定性言語的發(fā)展提供了相對支持作用。針對以上研究結(jié)論,在教育實(shí)踐中,教育工作者和家長可以從以下幾個方面提高兒童的會話能力：(1)在“兒童-成人”會話中,發(fā)揮成人在話輪轉(zhuǎn)換、會話維持、會話相關(guān)性、敘事語言方面的支持作用,弱化成人會話控制地位,為兒童語言輸出提供機(jī)會(2)鼓勵“兒童-同伴”會話,促進(jìn)兒童會話主動性、發(fā)話者角色的發(fā)展,利用同伴自身局限性為兒童會話修補(bǔ)能力發(fā)展、以及語言類型的豐富性(否定性語言、協(xié)商語言和“去自我中心化”語言)發(fā)展提供的機(jī)會,促進(jìn)兒童語言敏感性和精細(xì)語言的發(fā)展。(3)充分利用幼兒園——成人和同伴支持兒童會話能力發(fā)展結(jié)合點(diǎn)的作用。重視教師在非集體教學(xué)活動中對兒童會話的支持引導(dǎo)；建立會話站,促進(jìn)幼兒園會話區(qū)域設(shè)置。
[Abstract]:Conversation is an important part of oral language for preschool children. It is also an important way for the development of children's communication ability. The guide to learning and development of children.<3-6 years old clearly points out that "the language ability of children is developed in the process of communication and application." and it is proposed to create free and loose language environment for children. The development of children's conversational ability is mainly influenced by both adults and peers at the early stage of school age. Then what are the consistency and differences in the development of their conversational abilities in the face of skilled conversational (adult) and unskilled conversational people? What are the different roles of adults and peers on the development of children's conversational abilities? There is no clear answer to the study. Therefore, based on the previous studies, this study has chosen the equivalent family education background from the N City, and 30 4-5 year old children with normal intelligence are the research pairs, and on the basis of corpus analysis and existing research. In line coding, the conversational abilities of children in "child - Adult" conversation and "child - peer" conversation were quantified and compared in the four aspects of turn ability, conversational initiation, session maintenance and conversational patching. The trend is consistent, specific performance is: the overall development trend of conversational ability is consistent; conversational initiation and session maintenance are generally consistent; the core communication tendencies and core speech action types in session initiation and session maintenance are consistent; conversational patching ability develops very immature. (two) 4-5 year old children are respectively with adults and adults. In peer conversation, there are differences in the development of each part of the conversational ability, including the difference in the development of the turn ability, the difference in the development of conversational initiation and maintenance, the difference in the use of speech types in conversation initiation and session maintenance, and the types of communication tendencies and speech acts in the initiation and session maintenance of the conversation. There are differences in the use of dynamic types of preference; there are differences in the ability of conversational patching request. (three) a further comparison of the differences, and a combination of language materials, is used to sum up the different roles of adults and peers in the development of children's conversation. The role of adults in the development of children's conversational ability is mainly manifested in the turn of the words of adults to children. Ability to change, conversational maintenance, conversational language relevance and the development of narrative language provide a relative support. The role of peer on the development of children's conversational ability mainly lies in the ability of conversational initiation, the ability to repair the conversation, the output of the complex structural discourse, the expression of the imagination in the conversation, the role of the speaker. There is a relative support for the development of "self centred" speech and the development of negative speech. In the education practice, educators and parents can improve the children's conversational ability in the following aspects: (1) in the "children and adult" conversation, the adults play the turn, the conversation and the conversational phase of the adult. The supporting role of customs and narrative language, weakening adult conversation control status, providing opportunities for children's language output (2) encouraging "children and peer" conversations, promoting children's conversational initiative, the development of the role of the speaker, the development of the ability to repair the children's conversation with their own limitations, and the richness of the language type (negative language) Speaking, negotiation language and "self centred" language development opportunities to promote the development of children's language sensitivity and fine language. (3) make full use of the role of the kindergarten - adult and peer support for the development of children's conversational ability. Talk station, promote kindergarten conversation area settings.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G613.2

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