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題名 漢語母子對話中修護行為的研究
A sudy of repair behavior in mandarin mother-child conversation
作者 李怡嫻
Li, I Hsien
貢獻者 黃瓊之
Huang, Chiung Chih
李怡嫻
Li, I Hsien
關鍵詞 語言習得
修護
language acquisition
repair
日期 2009
上傳時間 4-Sep-2013 16:33:05 (UTC+8)
摘要 本篇論文的目的在於討論兒童在漢語母子對話中修護行為(repair behavior)的情況，研究問題如下：1.兒童修護形態(repair types)的表現狀況2.兒童修護行為在語言形式、語用功能的習得是否隨年紀增加而呈現發展變化3.母親的語言形式、語用功能隨著兒童年紀增加有何改變。研究對象是六位兒童與他們的母親，年紀介於三歲至五歲。研究結果顯示，語言型態的使用隨年紀增加而有所不同，年幼孩子相較於年長孩子更依賴母親來開啟修護句型。並且，結顯示，三歲組採用 Lexical 語言形式的修復，另一方面年長孩子運用Syntactic
Editing terms來執行修護行為。最後，母子對話的互動過程可以幫助孩子習得運用更成熟的修護技巧，年紀越大的小孩越能掌握以多樣的語言型式來達成多樣的語用功能。而這些不同可能是孩子的語言學習能力、記憶廣度、及認知能力所導致。
The use of repair strategies has been pointed out as important characteristics for children to develop mature conversation skills. This thesis aims to investigate how children acquire repair in the interaction with their mothers. Six dyads in three age groups from three to five year olds are investigated. There are three research questions proposed: first, what patterns of repair are used by Mandarin-speaking three-year-old, four-year-old, and five-year-old children? Second, is there a developmental change in children’s repair types, linguistic forms, and pragmatic functions in conversation? Finally, how would mothers’ repair linguistic forms and pragmatic functions change with children’s age? Each repair utterance in the repair sequence of children and their mothers was analyzed in term of: (1) Repair types: SISR, OISR, SIOR, and OIOR (Schegloff, 1992). (2) Linguistic forms: nonverbal, lexical, syntactic, editing term (Ke, 2005), and combination. (3) Pragmatic functions: emphasis, specification, confirmation, elaboration, and floor-holding (Garvey, 1984; Chang, 1998; Wei, 2003). The result showed that younger children contributed relatively higher percentages of OIOR than older children. In contrast, older children contributed relatively higher percentages of SISR than younger children. It appeared that trend of the provision of guidance by mothers may decrease as children’s ability to repair developed with age. Second, it appeared that the influence between the children and the mothers is mutual in the course of interaction. In other words, children’s maturity of repair ability influences how the mothers interact with the children. Moreover, the findings display children’s discrepancy in language development around three years old. It is observed that three-year-old group adopts Lexical of linguistic forms to repair. On the other hand, older children used Syntactic and Editing term of linguistic forms to repair. Finally, the interaction of linguistic forms and pragmatic function displayed that both mothers and the children in all age groups use more Specification than other categories. It appears that in mother-child interaction, both parties tend to apply repair to specify the other’s intention. The result also indicates that older children appear to use repair to display their involvement in the conversation for an even large variety of pragmatic functions.
參考文獻 Alexander, D., Wetherby, A., & Prizant, B. (1997). The emergence of repair strategies in infants and toddlers. Seminars in Speech and language, 18, 197-212.
Butler, S., McMahon, C. & Ungerer, J. A. (2003). Maternal Speech Style
with Prelinguistic Twin Infants. Infant and Child Development, 12, 129-143.
Bloom, L. (1998). Language development from two to three. Cambridge: Cambridge University Press.
Bochner, S., Price, P., & Jones, J. (1998). Child language Development: Learning to Talk. Sydney: Macquaric University Press.
Chui, K. (1996). Organization of repair in Chinese Conversation. Text. 16. 343-372.
Chang, K. P. (1998). Choosing repair types in conversation: Semantic and Pragmatic Determinations. M.A. Thesis, National Chengchi University.
Cazden, C. (1994). Socialization. In Asher, R.E., (ed.) Encyclopedia of Language and Linguistics, p.4004-05. Oxford: Pergamon Press.
Clark, E. V. (1978). Awareness of language: Some evidence from what children say and do. In A.Sinclair, R.J. Jarvella and W.J.M. Levelt (eds.) The Child’s Conception of Langugage. Berlin: Springer-Verlag.
Clark, E.V., & Andersen, E.S. (1979). Spontaneous repair: Awareness in the process of acquiring language. Papers and Reports on Children Language Development. No 16. Department of Linguistics: Standford University.
Clark, E. (2005). First language acquisition. Cambridge: Cambridge University Press.
Garvey, C. (1984). Children’s talk. Cambridge, Mass.: Harvard University Press.
Geluykens, R. (1994). The pragmatic of discourse anaphora in English: Evidence from conversational repair. Berlin: Mouton de Gruyter.
Gleason, J.B. (2001). The development of language. Boston: Allyn and Bacon.
Hieke, A. E. (1981). A content-processing view of hesitation phenomena. Language and Speech, 242, 147-160.
Huang, C.C. (2004). Conversational Contigency and Topic Management in Mandarin Child Language. Taipei: Crane Press.
Huang, C.C. (2004). Topic initiation in Mother-child Conversation. Chinese Journal of Psychology, 46(2), 113-128.
Ke, P.H. (2005). Repair type of children’s oral communication. M.A. Thesis, National Chenggong University.
Leech, G. (1983). Principles of pragmatics. London: Longman.
Levelt, W.J.M. (1983).Monitoring and self-repair in speech. Cognition, 14, 41-104.
Liu, F. T, (2001). A developmental study of self-repairs in Children’ s speech. M.A. Thesis, FuJen Catholic University.
Luria, A. R. (1982). Language and cognition. New York: Willey.
McTear, M. (1985). Children’s conversation. Oxford, UK; NY, USA: B. Blackwell.
Norrick, N.R. (1991). On the organization of corrective exchanges in conversation. Journal of Pragmatics, 16, 59-83.
Ninio, A. & Snow, C. E. (1996). Pragmatic Development. Boulder: Westview Press.
Owens, R. (1996). Language development: an introduction. Fourth edition. New York: Macmillan Publishing Company.
Postma, A. K., & Povel, D.J. (1990). On the relation among speech errors, disfluencies and self-repairs. Language and Speech, 33, 19-29.
Schegloff, E.A., Jefferson, G., & Sacks, H. (1977). The Preference for Self-Correction.
The Organization of Repair in conversation. Language, 53:2. 361-382.
Schegloff, A.E. (1992). Repair after Next Turn: The Last Structurally Provided Defense of Intersujectivity in Conversation. AJS. 1295-1345.
Sherry L. P., & Betty Z. L. (1992). Cohesion repair in the narratives of normal-language and language-disordered school-age children. Journal of Speech and Hearing Research, 35. 354-362
Slobin, D.I. (1975). The more it changes….on understanding language by watching it move through time. Papers and Reports on Child Language Development 1-30. University of California, Berkley.
Snow, C. (1994). Beginning from baby talk: Twenty years of research. On C. Gallaway and B. Richards (Eds) Input and Interaction in Language Acquisition, 3-12. Cambridge: Cambridge University Press.
Tomasello, M., & Barton, M, E. (1994). Learning words in non-ostensive context. Developmental Psychology, 30, 639-650.
Tomasello, M., & Kruger, Ann, C. (1992). Joint attention on action: Acquiring verbs in ostensive and non-ostensive context. Journal of Child Language. 19, 311-334.
Wei, S. T. (2003). Socio-pragmatic Analysis of Repair in Mandarin Conversation. M.A. Thesis, National Chengchi University.
Wellman, H. M., & Lempers, J. D. (1977). The naturalistic communicative abilities of two-year-olds. Children Development 48, 1052-7.
描述 碩士
國立政治大學
語言學研究所
94555011
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094555011
資料類型 thesis
dc.contributor.advisor 黃瓊之zh_TW
dc.contributor.advisor Huang, Chiung Chihen_US
dc.contributor.author (Authors) 李怡嫻zh_TW
dc.contributor.author (Authors) Li, I Hsienen_US
dc.creator (作者) 李怡嫻zh_TW
dc.creator (作者) Li, I Hsienen_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 16:33:05 (UTC+8)-
dc.date.available 4-Sep-2013 16:33:05 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 16:33:05 (UTC+8)-
dc.identifier (Other Identifiers) G0094555011en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60165-
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) 94555011zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本篇論文的目的在於討論兒童在漢語母子對話中修護行為(repair behavior)的情況，研究問題如下：1.兒童修護形態(repair types)的表現狀況2.兒童修護行為在語言形式、語用功能的習得是否隨年紀增加而呈現發展變化3.母親的語言形式、語用功能隨著兒童年紀增加有何改變。研究對象是六位兒童與他們的母親，年紀介於三歲至五歲。研究結果顯示，語言型態的使用隨年紀增加而有所不同，年幼孩子相較於年長孩子更依賴母親來開啟修護句型。並且，結顯示，三歲組採用 Lexical 語言形式的修復，另一方面年長孩子運用Syntactic
Editing terms來執行修護行為。最後，母子對話的互動過程可以幫助孩子習得運用更成熟的修護技巧，年紀越大的小孩越能掌握以多樣的語言型式來達成多樣的語用功能。而這些不同可能是孩子的語言學習能力、記憶廣度、及認知能力所導致。		zh_TW
dc.description.abstract (摘要) The use of repair strategies has been pointed out as important characteristics for children to develop mature conversation skills. This thesis aims to investigate how children acquire repair in the interaction with their mothers. Six dyads in three age groups from three to five year olds are investigated. There are three research questions proposed: first, what patterns of repair are used by Mandarin-speaking three-year-old, four-year-old, and five-year-old children? Second, is there a developmental change in children’s repair types, linguistic forms, and pragmatic functions in conversation? Finally, how would mothers’ repair linguistic forms and pragmatic functions change with children’s age? Each repair utterance in the repair sequence of children and their mothers was analyzed in term of: (1) Repair types: SISR, OISR, SIOR, and OIOR (Schegloff, 1992). (2) Linguistic forms: nonverbal, lexical, syntactic, editing term (Ke, 2005), and combination. (3) Pragmatic functions: emphasis, specification, confirmation, elaboration, and floor-holding (Garvey, 1984; Chang, 1998; Wei, 2003). The result showed that younger children contributed relatively higher percentages of OIOR than older children. In contrast, older children contributed relatively higher percentages of SISR than younger children. It appeared that trend of the provision of guidance by mothers may decrease as children’s ability to repair developed with age. Second, it appeared that the influence between the children and the mothers is mutual in the course of interaction. In other words, children’s maturity of repair ability influences how the mothers interact with the children. Moreover, the findings display children’s discrepancy in language development around three years old. It is observed that three-year-old group adopts Lexical of linguistic forms to repair. On the other hand, older children used Syntactic and Editing term of linguistic forms to repair. Finally, the interaction of linguistic forms and pragmatic function displayed that both mothers and the children in all age groups use more Specification than other categories. It appears that in mother-child interaction, both parties tend to apply repair to specify the other’s intention. The result also indicates that older children appear to use repair to display their involvement in the conversation for an even large variety of pragmatic functions.en_US
dc.description.tableofcontents Acknowledgment……………………………………..………………………..............v
Chinese Abstract………………………………...……………………………............vi
English Abstract...……………………………………………………………...........vii
Chapter 1 Introduction………….…………………………………………. ……….1
1.1 Motivation……………………………………………………….....................1
1.2 The purpose of the study ……………………………………………………..2
Chapter 2 Literature review…...……………………………………………………..3
2.1 The definition of repair……………………………………………………….3
2.1.1 Repair and correction…………………………………………………...4
2.1.2 Repair and repetition …………………………………………………...4
2.1.3 Categories of Repair……………………………………………………5
2.2 Pragmatic functions and children’s repair…………………………………….8
2.2.1 Slobin’s Principles…………………………………………………….8
2.2.2 Garvey…………………………………………………………………9
2.2.3 Chang………………………………………………………………...10
2.2.4 Ke…………………………………………………………………….10
2.3 Repair in child language……………………………………………………11
2.3.1 Studies on English-speaking children’s repair ………………………11
2.3.2 Studies on Mandarin-speaking children’s repair …………………….13
Chapter 3 Methodology …………………………………………………………….16
3.1 Subjects and data……………………………………………….…………..16
3.2 Coding framework…………………………………………………………17
3.3 Coding system……………………………………………………………..23
3.4 Reliability…...……………………………………………………………...25
Chapter 4 Result and Discussion ………..…………………………………………26
4.1 Repair types………………………………..……………………………….26
4.2 Devices of Repair…………………………………………………………..34
4.2.1 The devices of repair of children’s repair utterance………………….34
4.2.1.1 Distribution for repair devices of children’s utterance………34
4.2.1.2 Distribution for Verbal repair utterance of children’s repair utterance …………………………………………………….36
4.2.1.3 Distribution for linguistic structure of children’s repair utterance……………………………………………………..38
4.2.2 The devices of repair of mothers’ repair utterance…………………...42
4.2.2.1 Distribution for repair devices of mothers’ repair utterance……………………………………………………..42
4.2.2.2 Distribution for Verbal repair utterance of mothers’ repair utterance………………………………...…………………...45
4.2.2.3 Distribution for linguistic structure of mothers’ repair utterance……………………………………………..………46
4.2.3 Summary……………………………………………………………..52
4.3 Pragmatic functions of Repair utterance…………………………………...53
4.3.1 The relationship between repair devices and pragmatic functions of children’s repair utterance…………………………………...53
4.3.2 The relationship between repair devices and pragmatic functions of mothers’ repair utterance…………………………………….64
4.3.3 Summary…………………………………………………………......73
Chapter 5 Conclusion ….…………………………………………………………...75
5.1 General Findings……………………………………………………….75
5.2 Limitations and suggestions……………………………………………77
Reference ……………….……………..……………………………………………..78
Appendix ……………...……………………………………………………………...82		zh_TW
dc.format.extent 169325 bytes-
dc.format.extent 490511 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094555011en_US
dc.subject (關鍵詞) 語言習得zh_TW
dc.subject (關鍵詞) 修護zh_TW
dc.subject (關鍵詞) language acquisitionen_US
dc.subject (關鍵詞) repairen_US
dc.title (題名) 漢語母子對話中修護行為的研究zh_TW
dc.title (題名) A sudy of repair behavior in mandarin mother-child conversationen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Alexander, D., Wetherby, A., & Prizant, B. (1997). The emergence of repair strategies in infants and toddlers. Seminars in Speech and language, 18, 197-212.
Butler, S., McMahon, C. & Ungerer, J. A. (2003). Maternal Speech Style
with Prelinguistic Twin Infants. Infant and Child Development, 12, 129-143.
Bloom, L. (1998). Language development from two to three. Cambridge: Cambridge University Press.
Bochner, S., Price, P., & Jones, J. (1998). Child language Development: Learning to Talk. Sydney: Macquaric University Press.
Chui, K. (1996). Organization of repair in Chinese Conversation. Text. 16. 343-372.
Chang, K. P. (1998). Choosing repair types in conversation: Semantic and Pragmatic Determinations. M.A. Thesis, National Chengchi University.
Cazden, C. (1994). Socialization. In Asher, R.E., (ed.) Encyclopedia of Language and Linguistics, p.4004-05. Oxford: Pergamon Press.
Clark, E. V. (1978). Awareness of language: Some evidence from what children say and do. In A.Sinclair, R.J. Jarvella and W.J.M. Levelt (eds.) The Child’s Conception of Langugage. Berlin: Springer-Verlag.
Clark, E.V., & Andersen, E.S. (1979). Spontaneous repair: Awareness in the process of acquiring language. Papers and Reports on Children Language Development. No 16. Department of Linguistics: Standford University.
Clark, E. (2005). First language acquisition. Cambridge: Cambridge University Press.
Garvey, C. (1984). Children’s talk. Cambridge, Mass.: Harvard University Press.
Geluykens, R. (1994). The pragmatic of discourse anaphora in English: Evidence from conversational repair. Berlin: Mouton de Gruyter.
Gleason, J.B. (2001). The development of language. Boston: Allyn and Bacon.
Hieke, A. E. (1981). A content-processing view of hesitation phenomena. Language and Speech, 242, 147-160.
Huang, C.C. (2004). Conversational Contigency and Topic Management in Mandarin Child Language. Taipei: Crane Press.
Huang, C.C. (2004). Topic initiation in Mother-child Conversation. Chinese Journal of Psychology, 46(2), 113-128.
Ke, P.H. (2005). Repair type of children’s oral communication. M.A. Thesis, National Chenggong University.
Leech, G. (1983). Principles of pragmatics. London: Longman.
Levelt, W.J.M. (1983).Monitoring and self-repair in speech. Cognition, 14, 41-104.
Liu, F. T, (2001). A developmental study of self-repairs in Children’ s speech. M.A. Thesis, FuJen Catholic University.
Luria, A. R. (1982). Language and cognition. New York: Willey.
McTear, M. (1985). Children’s conversation. Oxford, UK; NY, USA: B. Blackwell.
Norrick, N.R. (1991). On the organization of corrective exchanges in conversation. Journal of Pragmatics, 16, 59-83.
Ninio, A. & Snow, C. E. (1996). Pragmatic Development. Boulder: Westview Press.
Owens, R. (1996). Language development: an introduction. Fourth edition. New York: Macmillan Publishing Company.
Postma, A. K., & Povel, D.J. (1990). On the relation among speech errors, disfluencies and self-repairs. Language and Speech, 33, 19-29.
Schegloff, E.A., Jefferson, G., & Sacks, H. (1977). The Preference for Self-Correction.
The Organization of Repair in conversation. Language, 53:2. 361-382.
Schegloff, A.E. (1992). Repair after Next Turn: The Last Structurally Provided Defense of Intersujectivity in Conversation. AJS. 1295-1345.
Sherry L. P., & Betty Z. L. (1992). Cohesion repair in the narratives of normal-language and language-disordered school-age children. Journal of Speech and Hearing Research, 35. 354-362
Slobin, D.I. (1975). The more it changes….on understanding language by watching it move through time. Papers and Reports on Child Language Development 1-30. University of California, Berkley.
Snow, C. (1994). Beginning from baby talk: Twenty years of research. On C. Gallaway and B. Richards (Eds) Input and Interaction in Language Acquisition, 3-12. Cambridge: Cambridge University Press.
Tomasello, M., & Barton, M, E. (1994). Learning words in non-ostensive context. Developmental Psychology, 30, 639-650.
Tomasello, M., & Kruger, Ann, C. (1992). Joint attention on action: Acquiring verbs in ostensive and non-ostensive context. Journal of Child Language. 19, 311-334.
Wei, S. T. (2003). Socio-pragmatic Analysis of Repair in Mandarin Conversation. M.A. Thesis, National Chengchi University.
Wellman, H. M., & Lempers, J. D. (1977). The naturalistic communicative abilities of two-year-olds. Children Development 48, 1052-7.		zh_TW