英汉儿童话轮转换语用策略使用对比研究

发布时间：2017-10-01 14:22

  本文关键词：英汉儿童话轮转换语用策略使用对比研究

  更多相关文章： 英汉儿童 话轮转换策略 个案跟踪 对比分析

【摘要】：话轮转换是儿童会话能力很重要的一个方面,儿童在开口说话之前就已经能够通过非语言方式与成人进行话轮转换。随着语言运用能力的发展,儿童逐渐懂得运用适当的语言表达自己的交往倾向,并根据不同情境的需要运用适当的策略开展与他人的交流。儿童在学龄前阶段,就基本上掌握了与成人类似的话轮转换语用策略。本课题将在话轮转换规则的指导下来分析儿童在会话过程中话轮转换语用策略的发展及运用情况。本课题运用实验研究法、数理统计法、个案跟踪调查法、文献资料法,对长期跟踪调查的两名说汉语儿童MHR(01;09;05-06;05;03)和ZHZ(01;09;06-06;05;23)语料中选取50个对称观察点,将儿童话轮转换策略分为四类:话轮获得策略,话轮保持策略,话轮出让策略及重叠和冷场的修复策略,并对儿童话轮转换策略运用的总体情况,对各类策略运用的频率和特征进行研究。对来自Brown语料库的ADA(02;03;18-05;02;12)和SAR(02;03;19-05;01;06)两名说英语儿童的语料进行同上分析;同时对说汉语儿童和说英语儿童的话轮转换策略运用情况进行跨语言对比研究,探讨了两种说不同母语儿童产生的相似性和差异性,并分析其形成原因。研究结果表明:(1)儿童早在学龄前阶段就已经能够运用策略实现获得话轮,保持话轮,出让话轮及修复会话过程中出现的重叠及冷场;(2)在四类话轮转换语用策略中,出让话轮策略的运用明显高于其他三类话轮转换策略,其次是获得话轮策略,保住话轮的策略及重叠和冷场修复策略的运用远远少于前两类;(3)在会话过程中,男孩运用话轮转换策略的总数明显高于女孩;(4)在相同年龄段的语料中,说汉语儿童话轮转换策略运用的总数高于说英语儿童;(5)说汉语儿童获得话轮策略及出让话轮策略数量明显高于说英语儿童,保住话轮策略及重叠与冷场的修复策略的运用明显低于说英语儿童。儿童话轮转换语用策略的运用与儿童的年龄、外部语言环境及儿童自身的认知能力有关。
【关键词】：英汉儿童 话轮转换策略 个案跟踪 对比分析
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H136;H313
【目录】：

• 摘要5-6
• ABSTRACT6-14
• Abbreviations14-15
• Introduction15-19
• Chapter 1 Literature Review19-35
• 1.1 An Overview of Studies on Turn-taking19-24
• 1.2 An Overview of Studies on Pragmatic Strategies24-26
• 1.3 Studies on Children’s Pragmatic Strategies in Turn-taking26-30
• 1.3.1 English-speaking Children’s Pragmatic Strategies in Turn-taking26-27
• 1.3.2 Mandarin-speaking Children’s Pragmatic Strategies in Turn-taking27-30
• 1.4 Classification of Pragmatic Strategies in Turn-taking30-35
• Chapter 2 A Longitudinal Study of Mandarin-speaking Children’sTurn-taking Pragmatic Strategies35-71
• 2.1 Subjects and Method35-36
• 2.2 Data Collection and Sort-up36-37
• 2.3 Results37-43
• 2.3.1 Turn-claiming Pragmatic Strategies39-40
• 2.3.2 Turn-holding Pragmatic Strategies40-41
• 2.3.3 Turn-yielding Pragmatic Strategies41-42
• 2.3.4 Repairing Strategies for Overlap and Silence42-43
• 2.4 Discussion43-71
• 2.4.1 Children’s Pragmatic Strategies in Claiming a Turn43-51
• 2.4.2 Children’s Pragmatic Strategies in Holding a Turn51-58
• 2.4.3 Children’s Pragmatic Strategies in Yielding a Turn58-66
• 2.4.4 Children’s Repairing Strategies for Overlap and Silence66-71
• Chapter 3 A Study of English-speaking Children’s Turn-takingPragmatic Strategies71-99
• 3.1 Subjects and Method and Data Sort-up71-72
• 3.2 Results72-78
• 3.2.1 Turn-claiming Pragmatic strategies73-75
• 3.2.2 Turn-holding Pragmatic Strategies75-76
• 3.2.3 Turn-yielding Pragmatic Strategies76-77
• 3.2.4 Repairing Strategies for Overlap and Silence77-78
• 3.3 Discussion78-99
• 3.3.1 Children’s Pragmatic Strategies in Claiming a Turn79-84
• 3.3.2 Children’s Pragmatic Strategies in Holding a Turn84-89
• 3.3.3 Children’s Pragmatic Strategies in Yielding a Turn89-95
• 3.3.4 Children’s Repairing Strategies for Overlap and Silence95-99
• Chapter 4 An Analysis of Mandarin and English-speaking Children’sTurn-taking Pragmatic Strategies99-111
• 4.1 A Comparison of Mandarin and English-speaking Children’s Turn-takingPragmatic Strategies99-108
• 4.1.1 A Comparison of Turn-claiming Pragmatic Strategies101-102
• 4.1.2 A Comparison of Turn-holding Pragmatic Strategies102-104
• 4.1.3 A Comparison of Turn-yielding Pragmatic Strategies104-106
• 4.1.4 A Comparison of Repairing Strategies for Overlap and Silence106-108
• 4.2 Reasons for Differences Between Mandarin and English-speaking Children’sTurn-taking Pragmatic Strategies108-111
• 4.2.1 Language Environment108-109
• 4.2.2 Children’s Development of Individual Cognitive Competence109-111
• Conclusion111-114
• Bibliography114-117
• Acknowledgements117-118
• Appendix A(攻读学位期间主要研究成果目录)118-119
• Appendix B Tables for Selected Sessions119-121
• Appendix C Tables for Subjects’ Tokens of Turn-taking Pragmatic Strategies121-125
• Appendix D Tables for Subjects’ Tokens of Each Concrete Turn-taking Pragmatic Strategy125-129
• Appendix E Examples of Turn-taking Pragmatic Strategies from MHR, ZHZ, ADA and SAR129-162
• Appendix F Sample of Transcription162-166
• Appendix G(中文长摘要)166-169

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