本研究旨在探討三歲至國小四年級以華語為母語的台灣兒童與以華語為外語的中英雙語兒童在華語生活經驗敘事結構之表現，主要分析面向為敘事巨結構之敘事結構要素與敘事結構模式，研究對象為174名以華語為母語的台灣兒童與52名以華語為外語的中英雙語兒童，依其詞彙能力分為六組，蒐集其華語生活經驗之敘事語料進行編碼分析。
本研究的發現結果如下：
一、 台灣兒童：
(一) 不同年齡的台灣兒童在使用比例以及使用次數上，在「評價」、「問題解決」和「其他」皆出現顯著差異；「複雜化行動」的差異是出現在使用次數上；「附屬」則顯示於使用比例。
(二) 不同詞彙能力的台灣兒童，在「評價」的使用上，不論是使用比例或是使用次數上均出現顯著差異；「複雜化行動」的差異出現於使用次數上；「附屬」和「其他」則顯示於使用比例。
(三) 在敘事結構模式上，「典型敘事」係唯一與實際年齡和詞彙能力年齡間出現顯著差異之敘事模式；「單一事件敘事」和「跳躍式敘事」則與詞彙能力年齡有顯著相關。
二、 中英雙語兒童：在各要素的使用比例以及次數上，皆未發現與詞彙能力之顯著差異性。
三、 比較詞彙能力年齡與母語二變項對敘事結構的影響：
(一) 敘事結構要素部分：詞彙能力年齡對「評價」與「其他」二要素表現具有差異性，當詞彙能力處於學齡前和處於學齡後時差異性更為明顯，母語背景則與敘說時的「背景介紹」表現具有差異性。
(二) 敘事結構模式部分：詞彙能力年齡對「跳躍式敘事」、「無結尾敘事」和「典型敘事」表現具有相關性。其中，在「跳躍式敘事」表現上可注意到母語背景的調節。
本研究發現三歲至國小四年級的台灣兒童和中英雙語兒童在華語敘事句結構的表現，與詞彙能力和母語背景之間的關聯性，文末提供家長、教學者以及未來研究之建議。

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