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題名 漢語兒童在同儕對話中的語言遊戲
Mandarin-speaking children’s language play in peer talk
作者 鄺宇亭
Kwong, Yu-Ting
貢獻者 黃瓊之
Huang, Chiung-Chih
鄺宇亭
Kwong, Yu-Ting
關鍵詞 語言遊戲
語言習得
語用
日期 2019
上傳時間 5-Sep-2019 15:36:11 (UTC+8)
摘要 過去的研究發現兒童會針對同伴來調整語言遊戲（Duranti & Black, 2012; Carter, 2016; Cekaite, 2018），然而較少研究探討兒童與同伴之間的年齡差距對兒童語言遊戲的影響。本論文旨在探討兒童在和同齡同儕與混齡同儕互動中如何產生和回應語言遊戲，研究問題如下：（一）在同齡組和混齡組內，兒童分別產生哪些語言遊戲？（二）在同齡組和混齡組內，兒童如何回應彼此的語言遊戲？
研究語料來自四歲十一個月至六歲兒童的自然對話。兒童被分為兩種組別：同齡組（由兩位年紀較小的兒童或兩位年紀較大的兒童組成）、混齡組（由一位年紀較小的兒童和一位年紀較大的兒童組成），研究框架主要採用Ely 和 McCabe（1994）與 Cekaite 和 Aronsson（2014）的分析方式。
研究結果發現同齡組和混齡組產出的語言遊戲數量相似，但兒童在同齡組和混齡組的互動不同—在混齡組內，較大的兒童傾向擁有主導權，較小的兒童則趨向屈居弱勢；在同齡組內，較小的兒童反而擁有更多產生語言遊戲的機會。同齡組也顯示出較小和較大的兒童喜歡運用的語言遊戲和回應不同，較小的兒童常用獨創文字遊戲（original word play）和回溯（recycling）；較大的兒童則常用言語幽默（verbal humour）和笑（laughter）。本研究也發現兒童會運用語言遊戲來互動溝通，例如：協調地位和展現身分。研究結果反映兒童有能力產生語言遊戲和運用語言遊戲達到社交功能，另外，年齡差距也會在同儕互動裡形成階級，而有不平等的情況。
Previous studies have investigated children’s language play (LP) and found that children attune their LP to their co-participants (Carter, 2016; Cekaite, 2018). Nevertheless, few studies have targeted the impact of age difference between co-participants on their LP. The present study aimed to understand how children produce LP and respond to LP in interactions with peers at the same age and different ages. The research questions are: (1) What categories of language play do children produce in same-age dyads and mixed-age dyads? (2) How do children respond to each other’s language play in same-age dyads and mixed-age dyads?
The present study examined LP production in natural conversations produced by children aged 4;11 to 6;0. The children were paired in two kinds of dyads: same-age dyads (two younger children or two older children) and mixed-age dyads (a younger child and an older child). The children’s performances of LP were analysed based on the frameworks of Ely and McCabe (1994) and Cekaite and Aronsson (2014).
The results showed that the LP tokens produced by the same-age dyads and the mixed-age dyads were similar; however, the interactions in the same-age and mixed-age dyads were different. In the mixed-age setting, the older children tended to be dominant in LP production, while the younger children were inferior. In the same-age setting, the younger children had more chances to produce more LP. The findings of the same-age dyads also showed that the younger dyads and the older dyads preferred different LP and uptakes. The younger dyads used original word play and recycling frequently, whereas the older dyads generally produced verbal humour and laughter. Finally, the data demonstrated that the children were able to exploit their LP to accomplish various social functions, such as social positioning and identity display. The results also reflected the children’s language ability to generate LP and use it to perform social functions. Moreover, it was revealed that age difference resulted in hierarchies and created unequal environments.
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描述 碩士
國立政治大學
語言學研究所
104555007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104555007
資料類型 thesis
dc.contributor.advisor 黃瓊之zh_TW
dc.contributor.advisor Huang, Chiung-Chihen_US
dc.contributor.author (Authors) 鄺宇亭zh_TW
dc.contributor.author (Authors) Kwong, Yu-Tingen_US
dc.creator (作者) 鄺宇亭zh_TW
dc.creator (作者) Kwong, Yu-Tingen_US
dc.date (日期) 2019en_US
dc.date.accessioned 5-Sep-2019 15:36:11 (UTC+8)-
dc.date.available 5-Sep-2019 15:36:11 (UTC+8)-
dc.date.issued (上傳時間) 5-Sep-2019 15:36:11 (UTC+8)-
dc.identifier (Other Identifiers) G0104555007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/125484-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 104555007zh_TW
dc.description.abstract (摘要) 過去的研究發現兒童會針對同伴來調整語言遊戲（Duranti & Black, 2012; Carter, 2016; Cekaite, 2018），然而較少研究探討兒童與同伴之間的年齡差距對兒童語言遊戲的影響。本論文旨在探討兒童在和同齡同儕與混齡同儕互動中如何產生和回應語言遊戲，研究問題如下：（一）在同齡組和混齡組內，兒童分別產生哪些語言遊戲？（二）在同齡組和混齡組內，兒童如何回應彼此的語言遊戲？
研究語料來自四歲十一個月至六歲兒童的自然對話。兒童被分為兩種組別：同齡組（由兩位年紀較小的兒童或兩位年紀較大的兒童組成）、混齡組（由一位年紀較小的兒童和一位年紀較大的兒童組成），研究框架主要採用Ely 和 McCabe（1994）與 Cekaite 和 Aronsson（2014）的分析方式。
研究結果發現同齡組和混齡組產出的語言遊戲數量相似，但兒童在同齡組和混齡組的互動不同—在混齡組內，較大的兒童傾向擁有主導權，較小的兒童則趨向屈居弱勢；在同齡組內，較小的兒童反而擁有更多產生語言遊戲的機會。同齡組也顯示出較小和較大的兒童喜歡運用的語言遊戲和回應不同，較小的兒童常用獨創文字遊戲（original word play）和回溯（recycling）；較大的兒童則常用言語幽默（verbal humour）和笑（laughter）。本研究也發現兒童會運用語言遊戲來互動溝通，例如：協調地位和展現身分。研究結果反映兒童有能力產生語言遊戲和運用語言遊戲達到社交功能，另外，年齡差距也會在同儕互動裡形成階級，而有不平等的情況。		zh_TW
dc.description.abstract (摘要) Previous studies have investigated children’s language play (LP) and found that children attune their LP to their co-participants (Carter, 2016; Cekaite, 2018). Nevertheless, few studies have targeted the impact of age difference between co-participants on their LP. The present study aimed to understand how children produce LP and respond to LP in interactions with peers at the same age and different ages. The research questions are: (1) What categories of language play do children produce in same-age dyads and mixed-age dyads? (2) How do children respond to each other’s language play in same-age dyads and mixed-age dyads?
The present study examined LP production in natural conversations produced by children aged 4;11 to 6;0. The children were paired in two kinds of dyads: same-age dyads (two younger children or two older children) and mixed-age dyads (a younger child and an older child). The children’s performances of LP were analysed based on the frameworks of Ely and McCabe (1994) and Cekaite and Aronsson (2014).
The results showed that the LP tokens produced by the same-age dyads and the mixed-age dyads were similar; however, the interactions in the same-age and mixed-age dyads were different. In the mixed-age setting, the older children tended to be dominant in LP production, while the younger children were inferior. In the same-age setting, the younger children had more chances to produce more LP. The findings of the same-age dyads also showed that the younger dyads and the older dyads preferred different LP and uptakes. The younger dyads used original word play and recycling frequently, whereas the older dyads generally produced verbal humour and laughter. Finally, the data demonstrated that the children were able to exploit their LP to accomplish various social functions, such as social positioning and identity display. The results also reflected the children’s language ability to generate LP and use it to perform social functions. Moreover, it was revealed that age difference resulted in hierarchies and created unequal environments.		en_US
dc.description.tableofcontents Acknowledgements iv
Chinese Abstract viii
English Abstract ix
Chapter 1 Introduction 1
Chapter 2 Literature Review 5
2.1 Definitions of Language Play 5
2.2 Developmental Trajectory and Purposes of
Children’s Language Play 8
2.3 Factors in Children’s Language Play 13
2.4 Children’s Peer Interactions 16
2.5 Same-age Peers and Mixed-age Peers 19
Chapter 3 Methodology 25
3.1 Participants and Data 25
3.2 Procedures 28
3.3 Data Analysis 29
3.3.1 Coding Schemes for LP 31
3.3.2 Coding Schemes for Uptakes 37
3.3.3 Analytical Approach 41
Chapter 4 Results 42
4.1 Children’s Language Play Production 42
4.2 Children’s Uptake Production 52
4.3 The Combination of Children’s Language Play and
Uptakes 60
Chapter 5 Discussion 68
Chapter 6 Conclusion 74
Appendix A 77
References 78		zh_TW
dc.format.extent 2137545 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104555007en_US
dc.subject (關鍵詞) 語言遊戲zh_TW
dc.subject (關鍵詞) 語言習得zh_TW
dc.subject (關鍵詞) 語用zh_TW
dc.title (題名) 漢語兒童在同儕對話中的語言遊戲zh_TW
dc.title (題名) Mandarin-speaking children’s language play in peer talken_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 1. Ahn, S. Y. (2016). Bridging notions of language play and language awareness. Humor, 29(4), 539-554. doi:10.1515/humor-2016-0004
2. Apte, M. L. (1985). Humor and Laughter: An Anthropological Approach. London: Cornell University Press.
3. Aronsson, K. (2012). Language Socialization and Verbal Play. In A. Duranti, E. Ochs, & B. B. Schieffelin (Eds.), 4. The Handbook of Language Socialization (pp. 464-483). New Jersey: Wiley-Blackwell.
5. Bainum, C. K., Lounsbury, K. R., & Pollio, H. R. (1984). The Development of Laughing and Smiling in Nursery School Children. Child Development, 55(5), 1946-1957.
6. Biber, B. (1972). Introductory Essay. In H. M. Johnson (Ed.), Children in "The Nursery School" (pp. vii-xxvii). New York: Agathon Press.
7. Blum-Kulka, S., Huck-Taglicht, D., & Avni, H. (2004). The social and discursive spectrum of peer talk. Discourse Studies, 6(3), 307-328.
8. Blum-Kulka, S., & Snow, C. E. (2004). Introduction: the potential of peer talk. Discourse Studies, 6(3), 291-306.
9. Brito, E. E. (2017). Language and communication in the dyadic play of preschoolers with isolate and social toys. Master thesis, Our Lady of the Lake University, Texas.
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dc.identifier.doi (DOI) 10.6814/NCCU201900906en_US