4-5岁儿童会话能力研究

发布时间：2018-04-29 06:16

本文选题：4-5岁儿童 + 会话能力　；参考：《南京师范大学》2016年硕士论文

【摘要】：会话是学前儿童口头语言的重要组成部分,也是儿童交流能力发展的重要途径。《3-6岁儿童学习与发展指南》中明确指出：“儿童的语言能力是在交流和运用的过程中发展起来的”,并提出要为“儿童创设自由、宽松的语言交往环境,鼓励和支持儿童与成人、同伴交流”。在学龄前期,儿童会话能力的发展主要受到了成人和同伴的双重影响。那么儿童在面对熟练的会话者(成人)和不熟练的会话者(同伴)时其会话能力的发展会表现出哪些一致性和差异性?而差异性又体现了成人与同伴对儿童会话能力的发展的哪些不同作用?已有的研究无法给予明确的答案。因此,基于对以往研究的梳理,本研究从N市选取家庭教育背景相当、智力正常的30名4-5岁儿童为研究对象,并在语料分析和已有研究的基础上进行编码,对“儿童-成人”会话和“儿童-同伴”会话中儿童的会话能力从话轮转换能力、会话发起能力、会话维持能力和会话修补能力四个方面进行量化比较分析。研究发现：(一)4-5岁儿童分别与成人和同伴会话时,其会话能力发展趋势具有一致性,具体表现为：会话能力总体发展趋势一致；会话发起方式和会话维持方式总体一致；会话发起和会话维持中核心交流倾向类型和核心言语行动类型一致；会话修补能力发展均十分不成熟。(二)4-5岁儿童分别与成人和同伴会话时,其会话能力各部分发展具有差异性,具体表现为：话轮转换能力发展存在差异；会话发起能力和维持能力发展存在差异;会话发起和会话维持中言语类型的使用存在差异；会话发起和会话维持中交流倾向类型和言语行动类型使用偏好存在差异；会话修补请求能力存在差异。(三)研究对差异进一步比较,并结合语料,对成人与同伴在儿童会话发展中起到的不同作用进行了归纳。成人对儿童会话能力发展起到的作用主要表现在：成人对儿童的话轮转换能力、会话维持能力、会话语言相关性和叙事语言的发展提供了相对支持作用。同伴对儿童会话能力发展起到的作用主要表现在：同伴对儿童的会话发起能力、会话修补能力、复杂结构话语的输出、会话中想象的表达、发话者角色的发展、去“自我中心化”言语和否定性言语的发展提供了相对支持作用。针对以上研究结论,在教育实践中,教育工作者和家长可以从以下几个方面提高儿童的会话能力：(1)在“儿童-成人”会话中,发挥成人在话轮转换、会话维持、会话相关性、叙事语言方面的支持作用,弱化成人会话控制地位,为儿童语言输出提供机会(2)鼓励“儿童-同伴”会话,促进儿童会话主动性、发话者角色的发展,利用同伴自身局限性为儿童会话修补能力发展、以及语言类型的丰富性(否定性语言、协商语言和“去自我中心化”语言)发展提供的机会,促进儿童语言敏感性和精细语言的发展。(3)充分利用幼儿园——成人和同伴支持儿童会话能力发展结合点的作用。重视教师在非集体教学活动中对儿童会话的支持引导；建立会话站,促进幼儿园会话区域设置。
[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.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G613.2

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