3-6岁儿童同伴会话能力发展研究

发布时间：2017-12-30 17:30

本文关键词：3-6岁儿童同伴会话能力发展研究　出处：《华东师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 会话是儿童与同伴互动的主要形式,3-6岁正是儿童与同伴交往、形成同伴关系的重要阶段,会话能力对儿童同伴互动活动的开展和同伴关系的建立都具有重要的影响作用,会话能力也是儿童语言运用能力的重要组成部分,因此儿童同伴会话能力的发展引起了诸多学者的关注。国际儿童语言学界从话轮转换、会话发起、会话维持、会话修补几个方面对儿童的会话能力进行了全面概括,然而,汉语儿童语用研究中对儿童会话能力的发展关注较少,特别是对儿童与同伴互动情景下的语言运用状况尚缺乏系统研究。借鉴国外儿童会话能力发展研究框架,本研究从话轮转换、会话发起、会话维持、会话修补四个方面,对3-6岁儿童与同伴互动中的语言运用状况进行了系统分析。采用量化研究与质化研究相结合的方法,在量化分析部分采用自定义的会话编码与“交流行为目录简略版”(Inventory of Communicative Acts-Abridged,简称INCA-A)相结合的编码系统,对儿童同伴半结构游戏情境互动语料进行统计分析。并进一步通过对儿童同伴互动录像的质化分析,验证和解释量化研究结果,揭示了儿童会话能力发展的具体过程。研究发现,随着年龄的增长,3-6岁儿童在话轮转换、会话发起、会话维持、会话修补四个方面的能力都有了显著提高,并表现出与国外儿童大致相似的发展趋势。因此,本研究认为上述四个方面是汉语儿童会话能力的重要构成要素;儿童会话能力的发展与认知发展紧密相关;学前儿童同伴会话能力具有典型的总体特点,即:儿童不是一个成功的会话发起者,但却是一个良好的会话维持者,同时也是一个不成熟的会话修补者;儿童与同伴互动中的“想象”交流空间以及“消极”交流氛围为其会话能力的发展创设了良好的契机。
[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.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.2

【引证文献】