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題名 不同社經地位親子共讀之比較研究
Styles of mother-child book reading interaction in different social classes
作者 黃卓琦
Huang, Cho-chi
貢獻者 黃瓊之<br>張鑑如
Huang, Chiung-chih<br>Chang, Chien-ju
黃卓琦
Huang, Cho-chi
關鍵詞 親子互動
親子共讀
語言習得
parent-child interaction
joint book reading
language acquisition
日期 2003
上傳時間 17-Sep-2009 16:23:46 (UTC+8)
摘要 在學校教育中，來自低社會地位家庭的孩童常在學業成就方面表現不佳，這個現象可能導因於孩童學前所受的語言刺激不足。許多學者發現，母親在親子共讀時若是使用較困難的語言、或是要求幼兒多多參與互動，可以幫助幼兒的語言發展。但是大多數此類研究都是研究西方文化中的親子互動模式，少有在臺灣的文化環境下以真實親子共讀的語料所做的類似研究。本研究的目的在於探討臺灣不同社會階層親子共讀的模式，研究對象包括三十二對母親與三歲幼兒，其中十六對來自中高社階家庭，十六對來自低收入家庭。語料來自於受試親子共同閱讀故事書時的語言以及互動。研究結果顯示中高社階的母親較會在閱讀的過程中鼓勵幼兒參與對話，也會和幼兒討論與故事內容相關的議題。而低社階的母親把閱讀故事視為自己的責任，較不會誘導幼兒參與互動，也只專注在故事書上現時現地的內容，少有相關議題的討論。此研究結果可作為親職教育或介入計畫的基礎。
Children from low socio-economic status (SES) are at higher risk of poor school achievement. The reason might be the language background of low SES children in preschool years. Researchers have found that mothers who give children higher demand in joint book reading tend to have children with better language skills in the future. However, most of these researches were conducted in Western cultures. This paper examined mother-child book reading styles in different socio-economic classes in Taiwan. 32 mother-child dyads, 16 from upper-middle class and 16 from low income families, were asked to read a picture book with their children. Results showed that upper-middle mothers tended to encourage their children to narrate the story and discuss non-immediate information such as inference and prediction of plot elements. In contrast, low mothers tended to take story book reading as their responsibility without inviting children to participate and they produced more immediate talk such as labeling. Educational implications and suggestions for the future research will be discussed.
參考文獻 Reference
金瑞芝 [Chin, J.] (1990). 親子共讀圖畫書之歷程：三歲與五歲組的比較 [The process of joint picture book reading: A comparison of three- and five-year-olds]. 台北市立師範學院學報 [Journal of Taipei Municipal Teachers College], 31, 193-208.
唐榮昌 [Tang, J-C.] (1994). 個人變項及家庭環境變項對幼兒早期閱讀能力影響之研究 [A study of the impact of the individual and home-environmental variable on early reading abilities]. Unpublished thesis. Graduate Program of Special Education, National Taiwan Normal University, Taipei, Taiwan.
黃菁芳 [Huang, J. F.] (1994). 城鄉地區學前兒童親子互動與語言能力之比較研究 [A study of parent-child interaction and children’s language ability in urban and suburban areas]. Unpublished thesis. Graduate Program of Home Economics Education, National Taiwan Normal University, Taipei, Taiwan.
臺北市政府社會局 [Department of Social Welfare, Taipei City Government] (n.d.). 社會救助手冊 [Handbook of social assistance]. Retrieved December 28, 2003, from http://www.dosw.tcg.gov.tw/newbook2/index.asp
Anderson-Yockel, J. & Haynes, W. O. (1994). Joint book-reading strategies in working-class African American and White mother-toddler dyads. Journal of Speech and Hearing Research, 37 (3), 583-593.
Britto, P. R., & Brooks-Gunn, J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income African American preschoolers’ skills. New Directions for Child and Adolescent Development, 92, 73-89.
Brown, R. (1977). Introduction. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 1-27). Cambridge: Cambridge University press.
Bus, A. G., Leseman, P. P M, & Keultjes, P. (2000). Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads. Journal of Literacy Research, 32 (1), 53-76
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65 (1), 1-21.
Carroll, D. W. (1999). Psychology of language (3rd ed.). Pacific Grove, CA: Brooks/Cole.
Chang, C. (2000). Narrative performance across contexts and over time: Preschool Chinese children and mothers. Unpublished Dissertation. Graduate School of Education, Harvard University, Cambridge, MA, U.S.A.
Chen, Y., & He, A. W. (2001). Dui bu dui as a pragmatic marker: Evidence from Chinese classroom discourse. Journal of Pragmatics, 33, 1441-1465.
Cross, T. G. (1977). Mothers’ speech adjustments: The contribution of selected child listener variables. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 151-88). Cambridge: Cambridge University press.
Day, A. (1985). Good dog, Carl. New York: Simon & Schuster.
De Temple, J. M. (1994). Book reading styles of low-income mothers with preschoolers and children’s later literacy skills. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
De Temple, J. M. (2001). Parents and children reading books together. In D. K. Dickinson, & P. O. Tabors. (Ed.), Beginning literacy with language (pp. 31-51). Baltimore: Paul H. Brookes.
De Temple, J. M., & Beals, D. E. (1991). Family talk: Sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6 (1), 11-19.
De Temple, J. M., & Tabors, P. O. (1995). Styles of interaction during a book reading task: Implications for literacy intervention with low-income families. In K. Q. Hinchman, D. J. Leu, & C. K. Kinzer. (Ed.), Perspectives on literacy research and practice, 44th yearbook of the National Reading Conference. Chicago: National Reading Conference.
Dickinson, D. K., & De Temple, J. M. (1998). Putting parents in the picture: Maternal reports of preschoolers’ literacy as a predictor of early reading. Early Childhood Research Quarterly, 13 (2), 241-261.
Edwards, P. A., & Garcia, G. E. (1994). The implication of Vygotskian theory for the development of home-school programs: A focus on storybook reading. In V. John-Steiner, C. P. Panofsky, & L. W. Smith. (Ed.), Sociocultural approaches to language and literacy: An interactionist perspective (pp. 243-264). Cambridge: Cambridge University Press.
Erbaugh, M. S. (1992). The acquisition of Mandarin. In D. I. Slobin. (Ed.), The crosslinguistic study of language acquisition, Vol.3 (pp. 373-455). Hillsdale, NJ: Lawrence Erlbaum Associates.
Garnica, O. (1977). Some prosodic and paralinguistic features of speech to young children. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 63-88). Cambridge: Cambridge University press.
Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers’ extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169.
Heath, S. B. (1986). What no bedtime story means: Narrative skills at home and school. In B. Schieffelin, & E. Ochs. (Ed.), Language socialization across cultures (pp. 97-124). Cambridge: Cambridge University press.
Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62, 782-796.
Kato-Otani, E. (2003). Mother-child interactions during book reading and maternal beliefs about book reading. Unpublished Dissertation. Graduate School of Education, Harvard University, Cambridge, MA, U.S.A.
Kemler-Nelson, D. G., Hirsh-Pasek, K., Jusczyk, P. W., & Wright-Cassidy, K. (1989). How the prosodic cues in motherese might assist language learning. Journal of Child Language, 16, 53-68.
Li, C. N., & Thompson, S. A. (1997). Mandarin Chinese: A functional reference grammar. Taipei: Crane.
Lieven, E. V. M. (1994). Crosslinguistic and crosscultural aspects of language addressed to children. In C. Gallaway, & B. J. Richards. (Ed.), Input and interaction in language acquisition (pp. 56-73). Cambridge: Cambridge University Press.
MacWhinney, B. (1991). The CHILDES project: Computational tools for analyzing talk. Hillsdale, NJ: Lawrence Erlbaum Associates.
Ninio, A. (1980a). Ostensive definition in vocabulary teaching. Journal of Child Language, 7, 565-573.
Ninio, A. (1980b). Picture-book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development, 51, 587-590.
Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19, 445-451.
Ninio, A. & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1-14.
Panofsky, C. P. (1994). Developing the representational functions of language: The role of parent-child book reading. In V. John-Steiner, C. P. Panofsky, & L. W. Smith. (Ed.), Sociocultural approaches to language and literacy: An interactionist perspective (pp. 223-242). Cambridge: Cambridge University Press.
Ratner, N. & Bruner, J. (1978). Games, social exchange and the acquisition of language. Journal of Child Language, 5, 391-401.
Sachs, J. (1977). The adaptive significance of linguistic input to prelinguistic infants. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 51-61). Cambridge: Cambridge University press.
Sachs, J. (1983). Talking about the there and then: The emergence of displaced reference in parent-child discourse. In K. E. Nelson (Ed.), Children’s language, Vol. 4 (pp. 1-28). Hillsdale: Lawrence Erlbaum.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
Snow, C. E. (1977a). Mothers’ speech research: From input to interaction. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 31-49). Cambridge: Cambridge University press.
Snow, C. E. (1977b). The development of conversation between mothers and babies. Journal of Child Language, 4, 1-22.
Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189.
Snow, C. E. (1991). The theoretical basis for relationship between language and literacy in development. Journal of Research in Childhood Education, 6 (1), 5-10.
Snow, C. E. (1994). Beginning from baby talk: Twenty years of research on input and interaction. In C. Gallaway, & B. J. Richards. (Ed.), Input and interaction in language acquisition (pp. 3-12). Cambridge: Cambridge University press.
Snow, C. E., Arlman-Rupp, A., Hassing, Y., Jobse, J., Joosten, J., & Vorster, J. (1976). Mothers’ speech in three social classes. Journal of Psycholinguistic Research, 5, 1-20.
Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. H. Teale, & E. Sulzby (Ed.), Emergent literacy: Writing and reading (pp. 116-138). Stamford, CT: Ablex.
Sokolov, J. L., & Snow, C. E. (Ed.). (1994). Handbook of research in language development using CHILDES. Hillsdale, NJ: Lawrence Erlbaum Associates.
Tabors, P. O., Beals, D. E., & Weizman, Z. O. (2001) “You know what oxygen is?” Learning new words at home. In D. K. Dickinson, & P. O. Tabors (Ed.), Beginning literacy with language (pp. 93-110). Baltimore: Paul H. Brookes.
Tomasello, M., & Farrar, J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
Vygotsky, L. (1978). Mind in Society. Cambridge: Harvard University Press.
Wells, G. (1985). Preschool literacy-related activities and success in school. In D. R. Olson, N. Torrance, & A. Hildyard (Ed.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 229-255). Cambridge: Cambridge University Press.
描述 碩士
國立政治大學
語言學研究所
90555001
92
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090555001
資料類型 thesis
dc.contributor.advisor 黃瓊之<br>張鑑如zh_TW
dc.contributor.advisor Huang, Chiung-chih<br>Chang, Chien-juen_US
dc.contributor.author (Authors) 黃卓琦zh_TW
dc.contributor.author (Authors) Huang, Cho-chien_US
dc.creator (作者) 黃卓琦zh_TW
dc.creator (作者) Huang, Cho-chien_US
dc.date (日期) 2003en_US
dc.date.accessioned 17-Sep-2009 16:23:46 (UTC+8)-
dc.date.available 17-Sep-2009 16:23:46 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:23:46 (UTC+8)-
dc.identifier (Other Identifiers) G0090555001en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33365-
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) 90555001zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 在學校教育中，來自低社會地位家庭的孩童常在學業成就方面表現不佳，這個現象可能導因於孩童學前所受的語言刺激不足。許多學者發現，母親在親子共讀時若是使用較困難的語言、或是要求幼兒多多參與互動，可以幫助幼兒的語言發展。但是大多數此類研究都是研究西方文化中的親子互動模式，少有在臺灣的文化環境下以真實親子共讀的語料所做的類似研究。本研究的目的在於探討臺灣不同社會階層親子共讀的模式，研究對象包括三十二對母親與三歲幼兒，其中十六對來自中高社階家庭，十六對來自低收入家庭。語料來自於受試親子共同閱讀故事書時的語言以及互動。研究結果顯示中高社階的母親較會在閱讀的過程中鼓勵幼兒參與對話，也會和幼兒討論與故事內容相關的議題。而低社階的母親把閱讀故事視為自己的責任，較不會誘導幼兒參與互動，也只專注在故事書上現時現地的內容，少有相關議題的討論。此研究結果可作為親職教育或介入計畫的基礎。zh_TW
dc.description.abstract (摘要) Children from low socio-economic status (SES) are at higher risk of poor school achievement. The reason might be the language background of low SES children in preschool years. Researchers have found that mothers who give children higher demand in joint book reading tend to have children with better language skills in the future. However, most of these researches were conducted in Western cultures. This paper examined mother-child book reading styles in different socio-economic classes in Taiwan. 32 mother-child dyads, 16 from upper-middle class and 16 from low income families, were asked to read a picture book with their children. Results showed that upper-middle mothers tended to encourage their children to narrate the story and discuss non-immediate information such as inference and prediction of plot elements. In contrast, low mothers tended to take story book reading as their responsibility without inviting children to participate and they produced more immediate talk such as labeling. Educational implications and suggestions for the future research will be discussed.en_US
dc.description.tableofcontents Acknowledgements iv
Chinese Abstract viii
English Abstract ix
Chapter 1.Introduction 1
1.1 Motivation 1
1.2 Research Questions 3
1.3 Outline of the proposal 4
2. Literature review 5
2.1 The importance of child-directed speech 5
2.2 The importance of mother-child interaction 7
2.2.1 Book reading and language development 10
2.2.2 Different styles of book reading 13
2.3 Language acquisition and social class 16
2.4 Summary 20
3. Methodology 23
3.1 Subjects 23
3.2 Materials 24
3.3 Procedure and Data Analysis 23
3.4 Coding Scheme 27
3.4.1 Interactional Coding Tier 28
3.4.2 Information Coding Tier 50
3.4.3 Reliability 71
4. Result 73
4.1 Interactional Strategies 73
4.1.1 Mothers’ Interactional Strategies 73
4.1.2 Children’s Interactional Strategies 87
4.2 Types of Information 96
4.2.1 Mothers’ Informational Strategies 97
4.2.2 Children’s Informational Strategies 102
4.3 Summary 109
5. Discussion 111
5.1 Main Findings 111
5.2 Comparison of Other Relevant Studies 124
5.3 Implication and Limitation 127
6. Conclusion 131
Appendix 133
A. CHAT Symbols 133
B. Abbreviations 134
Reference 135		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090555001en_US
dc.subject (關鍵詞) 親子互動zh_TW
dc.subject (關鍵詞) 親子共讀zh_TW
dc.subject (關鍵詞) 語言習得zh_TW
dc.subject (關鍵詞) parent-child interactionen_US
dc.subject (關鍵詞) joint book readingen_US
dc.subject (關鍵詞) language acquisitionen_US
dc.title (題名) 不同社經地位親子共讀之比較研究zh_TW
dc.title (題名) Styles of mother-child book reading interaction in different social classesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Referencezh_TW
dc.relation.reference (參考文獻) 金瑞芝 [Chin, J.] (1990). 親子共讀圖畫書之歷程：三歲與五歲組的比較 [The process of joint picture book reading: A comparison of three- and five-year-olds]. 台北市立師範學院學報 [Journal of Taipei Municipal Teachers College], 31, 193-208.zh_TW
dc.relation.reference (參考文獻) 唐榮昌 [Tang, J-C.] (1994). 個人變項及家庭環境變項對幼兒早期閱讀能力影響之研究 [A study of the impact of the individual and home-environmental variable on early reading abilities]. Unpublished thesis. Graduate Program of Special Education, National Taiwan Normal University, Taipei, Taiwan.zh_TW
dc.relation.reference (參考文獻) 黃菁芳 [Huang, J. F.] (1994). 城鄉地區學前兒童親子互動與語言能力之比較研究 [A study of parent-child interaction and children’s language ability in urban and suburban areas]. Unpublished thesis. Graduate Program of Home Economics Education, National Taiwan Normal University, Taipei, Taiwan.zh_TW
dc.relation.reference (參考文獻) 臺北市政府社會局 [Department of Social Welfare, Taipei City Government] (n.d.). 社會救助手冊 [Handbook of social assistance]. Retrieved December 28, 2003, from http://www.dosw.tcg.gov.tw/newbook2/index.aspzh_TW
dc.relation.reference (參考文獻) Anderson-Yockel, J. & Haynes, W. O. (1994). Joint book-reading strategies in working-class African American and White mother-toddler dyads. Journal of Speech and Hearing Research, 37 (3), 583-593.zh_TW
dc.relation.reference (參考文獻) Britto, P. R., & Brooks-Gunn, J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income African American preschoolers’ skills. New Directions for Child and Adolescent Development, 92, 73-89.zh_TW
dc.relation.reference (參考文獻) Brown, R. (1977). Introduction. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 1-27). Cambridge: Cambridge University press.zh_TW
dc.relation.reference (參考文獻) Bus, A. G., Leseman, P. P M, & Keultjes, P. (2000). Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads. Journal of Literacy Research, 32 (1), 53-76zh_TW
dc.relation.reference (參考文獻) Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65 (1), 1-21.zh_TW
dc.relation.reference (參考文獻) Carroll, D. W. (1999). Psychology of language (3rd ed.). Pacific Grove, CA: Brooks/Cole.zh_TW
dc.relation.reference (參考文獻) Chang, C. (2000). Narrative performance across contexts and over time: Preschool Chinese children and mothers. Unpublished Dissertation. Graduate School of Education, Harvard University, Cambridge, MA, U.S.A.zh_TW
dc.relation.reference (參考文獻) Chen, Y., & He, A. W. (2001). Dui bu dui as a pragmatic marker: Evidence from Chinese classroom discourse. Journal of Pragmatics, 33, 1441-1465.zh_TW
dc.relation.reference (參考文獻) Cross, T. G. (1977). Mothers’ speech adjustments: The contribution of selected child listener variables. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 151-88). Cambridge: Cambridge University press.zh_TW
dc.relation.reference (參考文獻) Day, A. (1985). Good dog, Carl. New York: Simon & Schuster.zh_TW
dc.relation.reference (參考文獻) De Temple, J. M. (1994). Book reading styles of low-income mothers with preschoolers and children’s later literacy skills. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.zh_TW
dc.relation.reference (參考文獻) De Temple, J. M. (2001). Parents and children reading books together. In D. K. Dickinson, & P. O. Tabors. (Ed.), Beginning literacy with language (pp. 31-51). Baltimore: Paul H. Brookes.zh_TW
dc.relation.reference (參考文獻) De Temple, J. M., & Beals, D. E. (1991). Family talk: Sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6 (1), 11-19.zh_TW
dc.relation.reference (參考文獻) De Temple, J. M., & Tabors, P. O. (1995). Styles of interaction during a book reading task: Implications for literacy intervention with low-income families. In K. Q. Hinchman, D. J. Leu, & C. K. Kinzer. (Ed.), Perspectives on literacy research and practice, 44th yearbook of the National Reading Conference. Chicago: National Reading Conference.zh_TW
dc.relation.reference (參考文獻) Dickinson, D. K., & De Temple, J. M. (1998). Putting parents in the picture: Maternal reports of preschoolers’ literacy as a predictor of early reading. Early Childhood Research Quarterly, 13 (2), 241-261.zh_TW
dc.relation.reference (參考文獻) Edwards, P. A., & Garcia, G. E. (1994). The implication of Vygotskian theory for the development of home-school programs: A focus on storybook reading. In V. John-Steiner, C. P. Panofsky, & L. W. Smith. (Ed.), Sociocultural approaches to language and literacy: An interactionist perspective (pp. 243-264). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Erbaugh, M. S. (1992). The acquisition of Mandarin. In D. I. Slobin. (Ed.), The crosslinguistic study of language acquisition, Vol.3 (pp. 373-455). Hillsdale, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Garnica, O. (1977). Some prosodic and paralinguistic features of speech to young children. In C. E. Snow, & C. A. Ferguson. (Ed.), Talking to children: Language input and interaction (pp. 63-88). Cambridge: Cambridge University press.zh_TW
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