摘 要
本研究目的探討一歲到兩歲的學步兒溝通能力之發展，分析學步兒在共讀、遊戲、用餐三種不同情境中與人溝通互動、對話輪替時的溝通表現形式以及溝通意圖。以了解學步兒在三種情境下溝通表現形式、溝通意圖、輪替行為比例的異同。研究方法採個案研究，資料收集是從研究對象12個月研究到24個月大，並從中擷取12、15、18、20、22、24個月的資料，進行轉譯、編碼、和分析。
本研究發現的結果如下：
一、溝通意圖和溝通表現形式方面，本研究發現月齡越大，溝通意圖和溝通表現形式的種類越多元。
二、「動作」和「動作加發聲」是研究對象常使用的溝通表現形式。
引導他人的注意、同意去執行他人所要求的行為、拒絕去執行他
人所要求的行為、要求動作以及協商目前的活動是研究對象每個
階段都有出現的溝通意圖。
三、在共讀、遊戲、和用餐三個情境中，以溝通表現形式來看，研究
對象在遊戲情境中表現出較多種類的溝通表現形式。
四、在共讀、遊戲、和用餐三個情境中，以溝通意圖來看，在12、18、
24個月的共讀情境中，溝通意圖的種類多過遊戲情境；其它階段
則是遊戲情境的溝通意圖種類最多。
五、在共讀、遊戲、和用餐三個情境中，以輪替行為比例來看，研究
對象在遊戲情境中次數最高、共讀情境次之、用餐情境最少。
最後，針對研究方面的建議為：
（一）可增長研究時間，以探究學步兒運用口語語言展現溝通能力的表現。
（二）可增加樣本數，以探究學步兒溝通能力的普遍發展趨勢。
（三）可就不同氣質的學步兒做探討，以探究不同氣質學步兒的溝通能力是否有差異。
（四）增加照顧者溝通表現形式和溝通意圖的探討。
（五）針對學步兒在溝通過程中自發表現和被動引發的部份加以探討。

關鍵字：學步兒、溝通意圖、溝通表現形式、輪替行為

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