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

【摘要】：會(huì)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(lì)和支持兒童與成人、同伴交流”。在學(xué)齡前期,兒童會(huì)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(duì)熟練的會(huì)話者(成人)和不熟練的會(huì)話者(同伴)時(shí)其會(huì)話能力的發(fā)展會(huì)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(duì)兒童會(huì)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(duì)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(duì)象,并在語料分析和已有研究的基礎(chǔ)上進(jìn)行編碼,對(duì)“兒童-成人”會(huì)話和“兒童-同伴”會(huì)話中兒童的會(huì)話能力從話輪轉(zhuǎn)換能力、會(huì)話發(fā)起能力、會(huì)話維持能力和會(huì)話修補(bǔ)能力四個(gè)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(huì)話時(shí),其會(huì)話能力發(fā)展趨勢(shì)具有一致性,具體表現(xiàn)為：會(huì)話能力總體發(fā)展趨勢(shì)一致；會(huì)話發(fā)起方式和會(huì)話維持方式總體一致；會(huì)話發(fā)起和會(huì)話維持中核心交流傾向類型和核心言語行動(dòng)類型一致；會(huì)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(huì)話時(shí),其會(huì)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(huì)話發(fā)起能力和維持能力發(fā)展存在差異;會(huì)話發(fā)起和會(huì)話維持中言語類型的使用存在差異；會(huì)話發(fā)起和會(huì)話維持中交流傾向類型和言語行動(dòng)類型使用偏好存在差異；會(huì)話修補(bǔ)請(qǐng)求能力存在差異。(三)研究對(duì)差異進(jìn)一步比較,并結(jié)合語料,對(duì)成人與同伴在兒童會(huì)話發(fā)展中起到的不同作用進(jìn)行了歸納。成人對(duì)兒童會(huì)話能力發(fā)展起到的作用主要表現(xiàn)在：成人對(duì)兒童的話輪轉(zhuǎn)換能力、會(huì)話維持能力、會(huì)話語言相關(guān)性和敘事語言的發(fā)展提供了相對(duì)支持作用。同伴對(duì)兒童會(huì)話能力發(fā)展起到的作用主要表現(xiàn)在：同伴對(duì)兒童的會(huì)話發(fā)起能力、會(huì)話修補(bǔ)能力、復(fù)雜結(jié)構(gòu)話語的輸出、會(huì)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(duì)支持作用。針對(duì)以上研究結(jié)論,在教育實(shí)踐中,教育工作者和家長(zhǎng)可以從以下幾個(gè)方面提高兒童的會(huì)話能力：(1)在“兒童-成人”會(huì)話中,發(fā)揮成人在話輪轉(zhuǎn)換、會(huì)話維持、會(huì)話相關(guān)性、敘事語言方面的支持作用,弱化成人會(huì)話控制地位,為兒童語言輸出提供機(jī)會(huì)(2)鼓勵(lì)“兒童-同伴”會(huì)話,促進(jìn)兒童會(huì)話主動(dòng)性、發(fā)話者角色的發(fā)展,利用同伴自身局限性為兒童會(huì)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(huì),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(huì)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(dòng)中對(duì)兒童會(huì)話的支持引導(dǎo)；建立會(huì)話站,促進(jìn)幼兒園會(huì)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(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G613.2

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 高曉燕;;促銷員的會(huì)話策略分析[J];太原城市職業(yè)技術(shù)學(xué)院學(xué)報(bào);2010年06期

2 袁光;解長(zhǎng)霞;;從會(huì)話策略角度看話語標(biāo)記在教學(xué)中師生互動(dòng)的功能[J];沙洋師范高等專科學(xué)校學(xué)報(bào);2010年03期

3 袁光;解長(zhǎng)霞;;從會(huì)話策略角度看話語標(biāo)記在教學(xué)中師生互動(dòng)的功能[J];臨滄師范高等�？茖W(xué)校學(xué)報(bào);2010年02期

4 倪秀英;;語用模糊和會(huì)話策略[J];紹興文理學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué));2006年01期

5 梁曉玲;;會(huì)話研究述要[J];學(xué)術(shù)交流;2010年08期

6 陳新仁;會(huì)話“不合作”現(xiàn)象論析[J];揚(yáng)州大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2000年02期

7 王曉燕;;中國(guó)的會(huì)話修補(bǔ)研究綜觀[J];云夢(mèng)學(xué)刊;2007年05期

8 許俊;;英漢會(huì)話中確認(rèn)型重復(fù)之比較[J];湖南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年03期

9 花亞男;;跨性別交際中不同的會(huì)話風(fēng)格和會(huì)話策略[J];吉林省教育學(xué)院學(xué)報(bào)(上旬);2013年08期

10 王杰;;父女間會(huì)話策略個(gè)案研究初探[J];時(shí)代教育;2014年13期

相關(guān)博士學(xué)位論文 前1條

1 朱婭蓉;教師啟動(dòng)的會(huì)話修正研究[D];上海外國(guó)語大學(xué);2011年

相關(guān)碩士學(xué)位論文 前10條

1 王杰;中國(guó)父母與子女會(huì)話的性別差異研究[D];華北理工大學(xué);2015年

2 都潔;合作和禮貌原則視角下的社會(huì)階層對(duì)會(huì)話策略的影響[D];安徽大學(xué);2016年

3 張健;房主電話談話的會(huì)話策略探究[D];黑龍江大學(xué);2016年

4 楊金煥;4-5歲兒童會(huì)話能力研究[D];南京師范大學(xué);2016年

5 王巍;會(huì)話話題分析[D];吉林大學(xué);2006年

6 湯蕊;中美會(huì)話風(fēng)格對(duì)比研究：以《武林外傳》和《老友記》為例分析[D];上海師范大學(xué);2011年

7 桑穎;平行型會(huì)話模式的實(shí)證研究[D];吉林大學(xué);2008年

8 孫黎娜;從交際意圖的實(shí)現(xiàn)透視會(huì)話策略的性別差異[D];吉林師范大學(xué);2012年

9 李萌萌;電視戶外親子真人秀節(jié)目的會(huì)話研究[D];東北師范大學(xué);2015年

10 宋秋蓮;會(huì)話策略視角下的贊美語研究[D];廣西師范學(xué)院;2010年

，

本文編號(hào)：1818749