| dc.contributor.advisor | 黃瓊之 | zh_TW |
| dc.contributor.advisor | Huang, Chiung-Chih | en_US |
| dc.contributor.author (Authors) | 謝雅婷 | zh_TW |
| dc.contributor.author (Authors) | Hsieh, Ya-Ting | en_US |
| dc.creator (作者) | 謝雅婷 | zh_TW |
| dc.creator (作者) | Hsieh, Ya-Ting | en_US |
| dc.date (日期) | 2004 | en_US |
| dc.date.accessioned | 14-Sep-2009 13:00:07 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 13:00:07 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 13:00:07 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0915550121 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32048 | - |
| 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) | 91555012 | zh_TW |
| dc.description (描述) | 93 | zh_TW |
| dc.description.abstract (摘要) | 剛出生前幾年，幼兒已逐漸能理解並談論自己和別人的不同。然而，真正習得用來指涉自己和別人的指涉詞不是那麼容易，因為至少得先理解角色轉換概念和說話者當時的說話目的為何。因此，在幼兒學會用大人模式指涉自己和別人前，他們會先有自己一套獨特的語言使用模式。本研究的目的在於探討一位以中文為母語的小孩如何用指涉詞表達自己的語用動機。研究對象是一對中階家庭的母女。語料來自於受試親子在家互動的語言。研究結果顯示幼兒特別容易會用指涉詞表達的語用功能種類不多。在語段層次，幼兒初期較會在和母親協調當下要做的事時，以及在和母親討論故事中虛幻世界時指涉自己；後期則除了在和母親協調當下要做的事時較會指涉自己外，在和母親協調未來要做的事、討論和現在或非現在相關的事時也較會指涉自己。另外，幼兒比較會指涉別人時，則是當她想要轉移母親焦點，或是在和母親討論兩人當下共同注視的目標、故事中虛幻世界、和現在相關的事、或是非現在發生的事時。在語句層次，幼兒則是當她在表達願望、要求母親為她做事、陳述個人想法、陳述她想要執行某動作的目的時較會指涉自己。較會指涉別人時則是當她在吸引母親注意、要求母親為她做事、陳述個人想法、和回答Wh-問句時。整體比較來看，母親特別會用指涉詞表達的語用功能種類比幼兒來得多元化。 | zh_TW |
| dc.description.abstract (摘要) | During the first years of life, children come to realize and talk about themselves distinct from others. However, acquisition of self- and other-reference forms is not always so easy because it presupposes at least a grasp of shifting roles, together with concept of the speaker’s communicative intents. Before children match adult-like usages of reference, they temporarily formulate their own linkages between language forms and functions. This paper examined how a Chinese young child formulated her pragmatic moves through self- and other-reference forms. One mother-child dyad from middle socioeconomic class were asked to do what they normally did at home. Results show that only a small set of communicative intents provided the particularly fertile contexts for the child’s self- and other-reference. In the speech interchange tier, the child earlier tended to refer to self in Negotiating the immediate activity(NIA) and Discussing the fantasy world(DFW), but later in Negotiating both the immediate and future activity(NIA, NFA),and Discussing the related-to-present(DRP) and the non-present(DNP). She tended to refer to other in Directing hearer’s attention(DHA), Discussing the joint focus of attention(DJF), the fantasy world(DFW), the related-to-present(DRP), and the non-present(DNP). In the speech act tier, the child tended to refer to self to Express a wish (WS), Request / Propose action for hearer(RS), State a proposition(ST), and State intent to carry out act by speaker(SI). She tended to refer to other to Call the hearer’s attention(CL), Request / Propose action for hearer(RS), State a proposition(ST) and Answer a wh-question by a statement(SA). In contrast, the contexts where the mother referred to self and other were more diversified than those where the child referred to self and other. | en_US |
| dc.description.tableofcontents | Acknowledgements …………………………………………………………………..iv List of Figures ………………………………………………………………………viii List of Tables …………………………………………………………………………ix Chinese Abstract ……………………………………………………………………..xii English Abstract …………………………………………………………………….xiii Chapter 1.Introduction ……………………………………………………………………1 1.1 Motivation …………………………………………………………………..1 1.2 Research Questions …………………………………………………………4 1.3 Organization ………………………………………………………………..5 2. Literature Review ………………………………………………………………6 2.1 The Developmental-Functionalist Approach ……………………………….6 2.2 Previous Studies on Children’s Acquisition of Self- and Other-Reference…7 2.2.1 Psycholinguistic Issues ……………………………………………….8 2.2.1.1 Reversal of the First Person Pronoun and Second Person Pronoun.9 2.2.1.2 Order of Reference Forms ……………………………………….13 2.2.2 Semantic and Pragmatic Issues ……………………………………...15 3. Methodology ………………………………………………………………......21 3.1 Subjects and Data …………………………………………………………21 3.2 Materials ………………………………………………………………………..22 3.3 Procedure and Data Analysis ………………………………………...................22 3.4 Coding Scheme ………………………………………………………………...23 3.4.1 The Speech Interchange Tier………………………25 3.4.2 The Speech Act Tier ………………………………………….......................31 3.4.3 Reliability …………………………………………………………...............40 4. Results ………………………………………………….41 4.1 The Speech Interchange Tier ………………………………41 4.1.1 The Speech Interchange Types of Self-Reference in Child’s Speech.43 4.1.1.1 Negotiations ……………………………………44 4.1.1.2 Discussions …………………………………47 4.1.2 The Speech Interchange Types of Other-Reference in Child’s Speech...........50 4.1.2.1 Negotiations …………………………………51 4.1.2.2 Discussions ……………………………………52 4.1.3 The Speech Interchange Types of Self-Reference in Mother’s Speech ….....53 4.1.3.1 Negotiations ……………………………………54 4.1.3.2 Discussions ……………………………………….54 4.1.4 The Speech Interchange Types of Other-Reference in Mother’s Speech …...56 4.1.4.1 Negotiations ………………………………………56 4.1.4.2 Discussions …………………………………………58 4.1.5 Summary of the Speech Interchange Tier ……………59 4.2 The Speech Act Tier …………………………………………….61 4.2.1 The Speech Act Types of Self-Reference in Child’s Speech ………………..63 4.2.1.1 Directives ………………………………………………64 4.2.1.2 Representatives …………………………………………65 4.2.2 The Speech Act Types of Other-Reference in Child’s Speech ………...........68 4.2.2.1 Directives …………………………………………69 4.2.2.2 Representatives …………………………………70 4.2.3 The Speech Act Types of Self-Reference in Mother’s Speech………………72 4.2.3.1 Directives …………………………………….....73 4.2.3.2 Representatives ………………………………….75 4.2.4 The Speech Act Types of Other-Reference in Mother’s Speech ……………76 4.2.4.1 Directives …………………………………….....77 4.2.4.2 Representatives ……………………………......79 4.2.5 Summary of the Speech Act Tier …………….......82 4.3 Summary ………………………………………………………………………...84 5. Discussion ………………………………………………………………………...85 5.1 Primary Findings ...................................85 5.2 Limitations and Implication of the Study ...........96 6. Conclusion ............................................98 Appendix (CHAT Symbols)…………………………………………...100 References ...............................................101 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0915550121 | en_US |
| dc.subject (關鍵詞) | 指涉詞 | zh_TW |
| dc.subject (關鍵詞) | 語用 | zh_TW |
| dc.subject (關鍵詞) | 幼童 | zh_TW |
| dc.subject (關鍵詞) | 中文 | zh_TW |
| dc.subject (關鍵詞) | reference | en_US |
| dc.subject (關鍵詞) | pragmatic | en_US |
| dc.subject (關鍵詞) | speech interchange | en_US |
| dc.subject (關鍵詞) | speech act | en_US |
| dc.subject (關鍵詞) | child | en_US |
| dc.title (題名) | 說中文的幼童指涉詞的語用用法 | zh_TW |
| dc.type (資料類型) | thesis | en |
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