Basic Search / Detailed Display

Author: 趙娸珮
Chao, Chi-Pei
Thesis Title: 臺灣三歲至國小四年級單語兒童與中英雙語兒童生活經驗華語敘事結構之研究
Narrative structure in Chinese personally experienced stories:Preschool to 4th grade Taiwanese and English-Chinese bilinguals
Advisor: 張鑑如
Chang, Chien-Ju
Degree: 碩士
Master
Department: 人類發展與家庭學系
Department of Human Development and Family Studies
Thesis Publication Year: 2015
Academic Year: 103
Language: 中文
Number of pages: 125
Keywords (in Chinese): 兒童華語詞彙敘事敘事結構
Thesis Type: Academic thesis/ dissertation
Reference times: Clicks: 109Downloads: 16
Share:
School Collection Retrieve National Library Collection Retrieve Error Report
  • 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。

    中文摘要 i 目次…………………………………………………………………iii 表次…………………………………………………………………iv 圖次…………………………………………………………………vii 第一章 緒論 i 第一節 研究動機 1 第二節 研究目的與研究問題 4 第三節 名詞解釋 5 第二章 文獻探討 8 第一節 敘事的定義與重要性 8 第二節 兒童敘事結構發展 14 第三節 國內外相關研究 26 第三章 研究方法 33 第一節 研究對象 33 第二節 實施程序與研究工具 38 第三節 資料處理與分析 41 第四章 研究結果 53 第一節 台灣兒童敘事結構分析 53 第二節 中英雙語兒童敘事結構分析 82 第三節 台灣兒童與中英雙語兒童敘事結構分析 93 第五章 討論與建議 106 第一節 研究結果討論 106 第二節 研究限制 117 第三節 研究建議 118 參考文獻 108 一、中文部分 120 二、外文部分 122

    一、中文部分
    王菊麗(2006)。”學習者中心論”及對第外語言學習者的素質要求。載於肖德法(主編),外語習得與外語教學研究(162-169頁)。山東:山東大學出版社。
    余玻莉(2007)。國內常用的三種語言評量工具在鑑定語言發展遲緩兒童的信效度之比較研究。高雄師範大學聽力學與語言治療研究所碩士論文(未出版)。
    宋如瑜(2009)。從CSL到CFL情境的教學探討—應華系學生的印尼實習反思。中原華語文學報,3,75-91。
    翁振盛(2010)。敘事學/ 翁振盛導讀. 風格學/ 葉偉忠導讀。臺北市: 行政院文化建設委員會。
    張鑑如(2006)。台灣與大陸兒童敘事能力之發展:腳本,生活經驗,與想像故事。(行政院國家科學委員會專題研究計畫期中進度報告,NSC96-2413-H-003-001)。
    曹玲(2006)。母語習得的發展程序與外語學習之比較。巢湖學員學報,8(4),119-123。
    許明莉(2007)。三、四、五歲臺灣幼兒生活經驗敘事結構之分析。國立台灣師範大學人類發展與家庭學系碩士論文(未出版)。
    陳欣希、張鑑如、陳秀芬(2011)。學齡前幼兒的故事結構發展:故事文法之分析。教育心理學報,42(3),359-378。
    陸莉、劉鴻香(1998)。修訂畢保德圖畫詞彙測驗。台北:心理出版社。
    賈正傳、郭惠燕(2006)。第二語言學習策略系統觀。載於肖德法(主編),外語習得與外語教學研究(頁99-103)。山東:山東大學出版社。
    鄒啟蓉、張鑑如、張顯達(2009)。高功能自閉症個人生活經驗敘術研究。特殊教育研究學刊,34(2),73-99。
    鄒啟蓉、張顯達(2007)。高功能自閉症兒童說故事能力與相關影響因素研究。特殊教育研究學刊,32(3),87-109。
    劉惠美、張鑑如(2011)。口語和閱讀關聯性研究之文獻回顧與展望。教育心理學報,43,251-268。
    蔡美惠、陳麗宇(2011)。臺灣文化華語教學之設計研究。國際漢語學報,2(1),42-54。
    蔡敏玲(2005)。幼兒個人經驗敘說之內容、風格與意義初探。國立台北教育大學學報,18(2),323-358。
    蔡敏玲(2009)。假日生活的演出、編織與共構:泰雅幼兒的經驗敘說。教育研究集刊,55(4),29-64。
    錡寶香(2003)。國小低閱讀能力學童與一般閱讀能力學童的敘事能力:篇章凝聚之分析。特殊教育研究學刊,24,63-84。
    錡寶香(2004)。國小低閱讀能力學童與一般閱讀能力學童的敘事能力:故事結構之分析。特殊教育研究學刊,26,247-269。


    二、外文部分
    August, D., & Shanahan, T. (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. New York : Routledge.
    Baker, C. (2011). Foundations of bilingual education and bilingualism. New York: Multilingual Matters.
    Berman, R. A. (2001). Narrative development in multilingual contexts: A cross-linguistic perspective. In L. Verhoeven & S. Strömquvist (Eds.), Narrative development in multilingual contexts (pp.419-428). Amsterdam/Philadelphia, PA: John Benjamins B. V..
    Bracken, S. S., Fischel, J. E., & Spira, E. G. (2005). Predicting improvement fter first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 42(1), 225-234.
    Brown, H. D. (2007). Principles of language learning and teaching (5th ed). White Plains, NY : Pearson Education.
    Carmiol, A. M., Rios, M., & Sparks, A. (2013). High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica. Actualidades en Psicologia, 27(115), 93-111.
    Castilla, A., Restrepo, M., & Perez-Leroux (2009). Individual differences and language interdependence: A study of sequential bilingual development in Spanish-English preschool children. Internation Journal of Bilingual Education and Bilingualism, 12(5), 565-580.
    Champion, T. B. (1998). “Tell me somethin' good”: A description of narrative structures among African American children. Linguistics and Education, 9(3), 251-286.
    Chang, C. J. (2004). Telling stories of experience: Narrative development of young Chinese children. Applied Psycholinguistics, 25, 83-104.

    Chang, C. J. (2006). Linking early narrative skill to later language and reading ability in Mandarin-speaking children: A longitudinal study over eight years. Narrative Inquiry, 16(2), 275-293.
    Dressler, C., Genesee, F., Geva, E., & Kamil, M. L. (2008). Cross-linguistic relationships in second-language learners. In D. August & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. (pp. 61-94). New York: Routledge.
    Engel, S. (1995). The stories children tell. New York: W. H. Freeman and Company.
    Fiestas, C. E., & Peña, E.D. (2004). Narrative discourse in bilingual children: Language and task effects. Language, Speech, and Hearing Services In School, 35,155-168.
    Fivush, R., Fromhoff, F. A., & Gray, J.T. (1987). Two-year-old talk about the past. Cognitive Development, 12(4), 393-409.
    Gee, J. P. (1991). Memory and myth: A perspective on narrative. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 1-25). Hillsdale, NJ: Lawrence Erlbaum.
    Goldstein, B., Hammer, C.S., Komaroff, E., Lopez, L.M., Rodriguez, B.L. & Scarpino, S.E. (2012). Predicting Spanish–English bilingual children’s language abilities. Journal of Speech, Language, and Hearing Research, 55, 1251-1264.
    Gutiérrez-Clellen, V. F. (2002). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education, 13(2), 175-197.
    Hensley, D.L., Harris, R. J., Lee, D. J., & Schoen, L. M. (1988). The effect of cultural script knowledge on memory for stories overtime. Discourse Processes, 11(4), 413-431.
    Howell, D. C. (2011). Fundamental statistics for the behavioral sciences. Belmont, CA: Wadsworth, Cengage Learning.

    Hudson, J., & Shapiro, L. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure(pp.89-136). Hillsdale, NJ: Lawrence Erlbaum.
    Kang, J. Y. (2006). Producing culturally appropriate narratives in English as a foreign language: A discourse analysis of Korean EFL learners’ written narratives. Narrative Inquiry, 16(2), 379-407.
    Labov, W. (1972). The transformation of experience in narrative syntax. Language in the inner city. Philadelphia, PA: University of Pennsylvania Press.
    Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J.Helm (Ed.), Essays in the verbal and visual arts (pp.12-44). Seattle, WA: University of Washington Press.
    Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research : reading, analysis and interpretation. Thousand Oaks, CA: Sage.
    MacWhinney, B., & Snow, C.E. (1985). The child language data exchange system. Journal of Child Language, 12, 271-296.
    MacWhinney, B., & Snow, C.E. (1990). The Child Language Data Exchange System: An update. Journal of Child Language, 17, 457-472.
    McCabe, A. (1996). Evaluating narrative discourse skills. In K. N. Cole, P. S. Dale, & D. J. Thal (Eds.), Communication and Language Intervention series. Assessment of communication and language(pp.121-141). Baltimore, MD: Paul H. Brookes.
    McCabe, A., & Bliss, S. L. (2003). Patterns of narrative discourse: A multicultural, life span approach. Boston, MA: Pearson Allyn & Bacon.
    McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3, 45-56.
    McDonald, J. H. (2014). Student's t–test for two samples [Handbook of Biological Statistics]. Retrieved from http://www.biostathandbook.com/twosamplettest.html
    Minami, M. (2008). Telling good stories in different languages: Bilingual children's styles of story construction and their linguistic and educational implications. Narrative Inquiry, 18(1), 83-110.
    Ninio, A., & Snow, C. E. (1996). Pragmatic development. New York: Westview Press.
    Özyildrim, I. (2009). Narrative analysis: An analysis of oral and written strategies in personal experience narratives. Journal of Pragmatics, 41(6), 1209-1222.
    Páez, M. M., & Uccelli, P. (2007). Narrative and vocabulary development of bilingual children from kindergarten: Developmental changes and associations among English and Spanish skills. Language, Speech, and Hearing Services in School, 38, 225-236.
    Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum.
    Preece, A. (1987). The range of narrative forms conversationallyproduced by young children. Journal of Child Language, 14(2), 353-373.
    Sah, W. H. (2007). A longitudinal investigation of mandarin-speaking preschoolers’ relation of events in narratives: from unrelated to related events. Taiwan Journal Linguistics, 5(1), 77-96.
    Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6, 5-10.
    Stavans, A. (2003). Bilinguals as narrators: a comparison of bilingual and monolingual Hebrew and English narratives. Narrative Inquiry, 13(1), 151-191.
    Viberg, A. (2001). Age-related and L2-related features in bilingual narrative development in Sweden. In L. Verhoeven & S. Strömquvist (Eds.), Narrative development in multilingual contexts, (pp.87-128). Amsterdam/Philadelphia, PA: John Benjamins.
    White, H. (1980). The value of narrativity in the representation of reality. In W. J. T. Mitchell (Ed.), On narrative (pp.1-49). Chicago, IL: University of Chicago Press.

    下載圖示
    QR CODE