本研究以Bronfenbrenner之生態系統理論及其提出的PPCT模式（process-person-context-time model）為基礎，採方便取樣（convenience sampling）找尋台灣地區家中有2008年出生之2歲幼兒的家庭，探討幼兒的家庭語文經驗及其對詞彙表達能力的影響。調查幼兒家庭語文經驗的工具為研究者自編的「2歲幼兒家庭語文活動調查問卷」，調查範圍包含幼兒與母親互動、與父親互動、及幼兒獨自探索的活動；評估幼兒的詞彙表達能力的工具則是「華語嬰幼兒溝通發展問卷(臺灣版)」（劉惠美、曹峰銘編製，2010）。
本研究包含兩個子研究。研究一為幼兒家庭語文經驗及詞彙表達能力之探索性研究，瞭解207名2歲幼兒（2;0～2;11）的家庭語文經驗，並探索家庭語文經驗、詞彙表達能力與重要變項（家長學歴、幼兒手足、幼兒性別）的關係。研究二為幼兒家庭語文經驗及詞彙表達能力變化之追蹤性研究，此部分以研究一的結果為基礎，僅瞭解66名2.0歲組幼兒（2;0～2;2）的家庭語文經驗和詞彙表達能力在三個月後的變化，並探討家庭語文經驗與重要變項對兩個時間點詞彙表達能力的影響是否有變化。研究中用的統計軟體為SPSS17.0版，方法包含：逐步迴歸分析、變異數分析、卡方考驗。本研究主要結果如下：
一、問卷方面
1. 自編問卷測得近側歷程（proximal Process）部份概念、信效度尚可。效度方面，經過兩次專家效度評估，認為本問卷問項之相關性和可讀性算良好；信度方面，語文活動問卷中的Cronbach’s α值介於.82~.92之間，總問卷α值為.918，代表無論是各分問卷或總問卷皆有很好的內在一致性信度。
二、研究一的結果
1.國內幼兒在家庭中有與人互動和獨自探索的語文經驗。雖然與幼兒互動的家庭成員多元，但仍是以幼兒雙親為主，其中又以母親為主。幼兒獨自探索語文經驗的人數比例雖然低於母親、但卻是高於父親（與母親互動>幼兒獨自探索＞與父親互動）。
2.幼兒與母親、與父親以及獨自進行的語文經驗有相似的趨勢。國內幼兒多數有看書、聊天、唱兒歌、認知教學等經驗，少數有說故事、聽故事CD、看廣告單、做家事等經驗。
3.幼兒的語文經驗投入度偏高但少有規律性。品質類型大多屬於D類型（彈性計畫投入度高）和E類型（伺機而動投入度高）。但幼兒與母親、與父親、獨自探索的「看書」、「看電視」和「看DVD」經驗，以及幼兒與母親互動的「聊天」、「唱兒歌」和「看廣告單」，其經驗品質才有一定人數比例屬於F類型（照計畫走投入度高）。
4.與幼兒語言發展有關的語文經驗為：「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒與父親看電視」、「幼兒獨自想像遊戲」、「幼兒獨自看書」等經驗對幼兒詞彙表達能力具有解釋力。
5.國內幼兒語文經驗的影響因素不一。因變項（家長學歷、幼兒手足、幼兒性別）而有較大影響的是幼兒與父親進行的「說故事」語文經驗，而且，三個變項之間有顯著的交互作用效果。最沒有影響的是幼兒與父親進行的「看電視」活動。而幼兒與母親進行的語文經驗均會因母親學歷而異，幼兒獨自探索的語文經驗則均會因幼兒性別而異。
6.「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒獨自想像遊戲」、「幼兒獨自看書」這幾個語文經驗會在不同條件下對幼兒詞彙表達能力有影響。
(1)有想像遊戲經驗的男生，其語言能力顯著優於無此經驗者；有無此經驗對女生則沒有影響。同樣有想像遊戲的男、女生，其詞彙表達能力則是男生優於女生。女生方面，想像遊戲的經驗品質對語言能力有影響，即，「彈性計畫投入度高」（D類）、「伺機而動投入度高」（E類）、「照計畫走投入度高」（F類）幼兒的能力顯優於「彈性計畫投入度低」（A類）。
(2)與母親有「聊天」經驗的幼兒其詞彙能力顯著優於無此經驗者。聊天經驗品質對幼兒能力的影響，則是有「伺機而動投入度高」（E類）、「照計畫走投入度高」（F類）之聊天經驗的幼兒，其詞彙能力顯著大於有「彈性計畫投入度低」（A類）、「伺機而動投入度低」（B類）的幼兒。而有E類經驗的幼兒的詞彙能力又高於有F類經驗者。
(3)幼兒有手足時，有與父親說故事經驗幼兒的詞彙表達能力顯著優於無此經驗者。
(4)幼兒有獨自想像遊戲經驗幼兒的詞彙表達能力顯著優於無此經驗者。
(5)當幼兒父親學歷為高職或專科，有無獨自看書經驗的幼兒，其詞彙表達能力沒有差異；當幼兒父親學歷為大學二技和研究所時，有獨自看書經驗幼兒的詞彙表達能力顯著優於無此經驗者。此外，當幼兒父親學歷為研究所，其看書品質對幼兒詞彙表達能力有顯著影響，經事後比較為經驗「伺機而動投入度高」（E類）幼兒的能力顯優於「彈性計畫投入度低」（A類）的幼兒。
三、研究二的結果
1. 在「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒與父親看電視」、「幼兒獨自想像遊戲」、「幼兒獨自看書」這些語文經驗，隨著幼兒年齡的成長，有此經驗的人數比例均有提升。
2.幼兒（2;0～2;2）詞彙表達能力卻未必因「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒與父親看電視」、「幼兒獨自想像遊戲」、「幼兒獨自看書」這些語文經驗而異。
(1)幼兒與父親互動的經驗對其T1和T2的詞彙表達能力沒有影響；「幼兒與母親聊天」、「幼兒獨自想像遊戲」這兩者經驗僅對T1有影響、卻未持續到T2；而「幼兒與母親想像遊戲」和「幼兒獨自看書」則T1和T2的能力均有影響。
(2)在「幼兒與母親想像遊戲」方面，幼兒在T1、T2的語言詞彙能力都會因此經驗而異，有此經驗幼兒的能力會優於無經驗者，且對小男生的影響較大。除此，幼兒T2的語言能力，更會受到此經驗與幼兒性別交互作用的影響，有與母親想像遊戲經驗的小男生，其能力則有大幅的成長，更是顯著優於小女生。
(3)在「幼兒獨自看書」方面，幼兒在T1、T2的語言詞彙能力都會因「幼兒獨自看書」而異，且對T2影響較多。在T1，有此經驗幼兒的能力會優於無經驗的幼兒。在T2，「幼兒獨自看書」對高職學歷母親組的幼兒和研究所學歷母親組的幼兒有不同的影響，前者是無此經驗較好、後者是有此經驗較好。另外，當幼兒有獨自看書的經驗時，研究所學歷母親組的幼兒之能力會顯著優於大學學歷組。
研究結果以作為未來提升幼兒語言發展的相關問題及活動推廣之參考。

Based on Bronfenbrenner’s ecological model and his process-person-context-time model, this research aimed to investigate home literacy experiences and their effects on expressive vocabulary skills in two-year-old toddlers. The two-year-old toddlers and their families who participated in this research were recruited by convenience sampling. The two-year-old toddlers’home literacy experience questionnaire edited by the author was used to investigate toddlers’home literacy experiences including toddler-mother interaction, toddler-father interaction, and the toddlers’self-exploration activities. The Mandarin-Chinese Communication Development Inventory (Taiwan) (Liu & Tsou, 2010) was used to assess toddlers’expressive vocabulary skills.
This research included two studies. Study 1 investigated the relationship between 207 two year-old toddlers’home literacy experience, their expressive vocabulary skill, their parents’education level, their siblings and their gender. Study 2 was a follow-up study of study 1. It aimed to find the change of toddlers’home literacy experience and their vocabulary skill after 3 months. It also investigated the effect of home literacy experience, parent’s education level, their siblings and their gender on their expressive vocabulary skill in two differenttimes. Subjects in study 2 were the 66 toddlers among the 207 toddlers in study 1 and their age was between 2;0 to 2;2. The research methods used to do the quantitative analysis included stepwise regression, ANOVA, and chi-square with SPSS17.0. The major findings are in the following:
1.results of questionnaire
The validity and reliability of the proximal process of the questionnaireedited by the author were acceptable. According to the evaluation of validity from experts for two times, validity of the questionnaire edited by the author is good in terms of relevance of questionsand readability. The Cronbach’s alpha for the literacy activities in the questionnaire was betweeb .82 and .92, and the Cronbach’s alpha for the whole questionnaire was .918, which indicated that the intra-reliability for secions of the questionnaire and the whole questionnaire was good.
2. Results of Study 1
(1) Toddlers in Taiwan had the home literacy experience by interacting with familymembers and by exploringthemselves.
(2) The toddlers had similar literacy experience when interacting with their mothers or fathers.
(3) The toddlers were highly involved in the home literacy activity, but did not do it regularly.
(4)The home literacy activities relevant to the toddlers’expressive vocabulary skill included pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers, toddlers’self pretend play, and book reading by toddlers themselves.
(5) The factors that influence toddlers’literacy experience were variable.
(6) The literacy activities influence toddlers’expressive vocabulary under different conditions include pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers’self pretend play, and book readingby toddlers themselves.
3. Results of Study 2
(1)As the growth of toddlers, the number of toddlers who had the following literacy activities was raised. The literacy activities were pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers and toddlers’self pretend play, and book reading by toddlers themselves.
(2) The toddlers’expressive vocabulary skill was not affected significantlyby the following literacy activities: pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers, toddlers’self pretend play and book reading by toddlers themselves.
The results of the researchcan be reference for relevant issues and developing activities to promote toddlers’language development

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