从《饭没了秀》看儿童语用能力的特点

发布时间：2018-06-04 08:11

本文选题：儿童语言 + 语用能力　；参考：《山西大学》2012年硕士论文

【摘要】：在人与人的日常交流中,语用能力的强弱对交际的顺畅程度以及交际目的能否达到起着至关重要的作用。然而,语用能力并不是短时间就可培养增强的,需要长时间的学习与积累。成年人思维较为定型,语言表达已经形成了自有的模式,改进较为困难。与此相反,儿童有很强的可塑性,他们与大人相比,能够更好地接受新的知识与事物,因而能够更好地培养与训练出较强的语用能力。本文试图通过对深圳卫视《饭没了秀》节目中3-6岁儿童语料的分析,找出这个年龄段儿童语用能力的特点,并且试图从儿童发展心理学的角度分析此年龄段儿童语用能力特点形成的原因。试图为儿童语言教学、儿童社交能力培养等方面提供些许帮助。本文一共分为六章。第一章为引言。第二章为文献回顾。此部分主要是对语用能力和儿童语言两大块内容的回顾。第三章为理论框架。本文主要采用皮亚杰在儿童发展心理学方面的认知发展理论和语言发展理论,试图从儿童心理学角度对儿童语用能力特点的形成原因进行探讨。第四章为主体部分,探讨了3-6岁儿童语用能力的特点。通过对大量节目语料的分析,主要得出以下特点：儿童无意识地违反合作原则；儿童无意识地违背礼貌原则,只关心自己的面子,不在乎他人的面子；儿童不太会理解言外之意；儿童倾向转换话题；儿童会尝试使用一定的策略来达到自己的交际目的。第五章主要运用皮亚杰的认知发展理论和语言发展理论对儿童形成以上五种语用能力特点的原因进行探讨,得出以下三个原因：儿童认知能力缺乏；儿童以自我为中心和儿童社会文化知识有限。第六章为结论。以上所有研究结果应该会帮助成人更好地理解3-6岁儿童的语言,并且为儿童语言教学提供些许帮助。但由于本文只是对《饭没了秀》节目中3-6岁儿童语用能力的探讨,还需要在现实中进行验证和修正
[Abstract]:In the daily communication between people, the strength of pragmatic competence plays an important role in the smooth degree of communication and whether the purpose of communication can be achieved. However, pragmatic competence can not be cultivated and enhanced in a short time, and it requires long time learning and accumulation. Adult thinking is more stereotyped, language expression has formed its own mode of improvement is more difficult. On the contrary, children have strong plasticity, they can accept new knowledge and things better than adults, so they can cultivate and train better pragmatic ability. This paper attempts to find out the characteristics of pragmatic competence of children of this age by analyzing the language materials of 3-6 years old children in Shenzhen Satellite TV's "Rice lost Show" program. From the perspective of child developmental psychology, this paper attempts to analyze the reasons for the formation of pragmatic competence of children of this age. Try to provide some help for children's language teaching, children's social ability development and so on. This paper is divided into six chapters. The first chapter is the introduction. The second chapter is literature review. This part is a review of pragmatic competence and children's language. The third chapter is the theoretical framework. Based on Piaget's theory of cognitive development and language development in child development psychology, this paper attempts to explore the causes of the characteristics of children's pragmatic competence from the perspective of children's psychology. Chapter four is the main part, which discusses the characteristics of pragmatic competence of children aged 3-6. Through the analysis of a large number of program data, the following characteristics are obtained: children unconsciously violate the principle of cooperation, children unconsciously violate the principle of politeness, only care for their own face, and do not care about the face of others; Children are less likely to understand the implication; children tend to change topics; children try to use certain strategies to achieve their communicative goals. The fifth chapter mainly uses Piaget's cognitive development theory and language development theory to explore the causes of the above five pragmatic competence characteristics of children, and finds out the following three reasons: children's cognitive ability is lacking; Children are self-centered and their sociocultural knowledge is limited. Chapter six is the conclusion. All of these findings should help adults better understand the language of children aged 3-6 and provide some help in language teaching. However, since this paper only discusses the pragmatic competence of children aged 3 to 6 years in the show, it needs to be verified and corrected in reality.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H193.1

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