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研究生: 陳妍彣
Chen, Yen-wen
論文名稱: 以華語為母語的孩童對請求策略的理解與使用
L1 Children's Comprehension and Production of Requests in Mandarin Chinese
指導教授: 陳純音
Chen, Chun-Yin
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2020
畢業學年度: 108
語文別: 英文
論文頁數: 112
中文關鍵詞: 第一語言習得言語行為請求策略華語
英文關鍵詞: first language acquisition, speech act, request, Chinese
DOI URL: http://doi.org/10.6345/NTNU202000550
論文種類: 學術論文
相關次數: 點閱:195下載:3
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  • 本研究旨在探討華語為母語的兒童對於請求策略的理解與應用。議題包含直接與間接請求策略間的差異、社會距離與地位的影響、句型與策略的使用、以及不同年齡間的差異。本研究設計兩項測驗來探究受試者的表現:一為理解測驗,二為情境對話測驗。研究對象包含實驗組的四十八位五至十歲孩童,依其就讀的年級分為三組:幼兒園大班、小學二年級、四年級,每組各十六位;另外有對照組成人十六位。
    研究結果發現如下:
    一、五至十歲孩童皆具備成人母語者對於直接與間接請求策略的理解能力,但八歲以下孩童還無法像成人般表達請求。
    二、對於孩童與成人,社會距離對請求策略的理解與使用影響不顯著。
    三、孩童與成人對於請求策略的理解與應用皆受到社會地位的影響。他們與社會地位較高的人互動時,理解與使用都已具備成人母語者的程度;在與同輩或是地位較低的人互動時,他們皆比預期中更為客氣。
    四、五至八歲的孩童使用大量的祈使句來做請求,而九至十歲的孩童則如同成人,使用較多的疑問句。但孩童至十歲時都還無法像成人般使用陳述句來提出請求。
    五、五至十歲孩童已能夠使用多種請求策略,但各策略使用的多寡有別。不過,值得一提的是,各組皆有明顯趨勢,使用較多的語氣導出型(Mood derivable)和探詢型(Query preparatory)策略。

    The present study investigated L1 children’s comprehension and production of requests in Mandarin Chinese. Two tasks were designed to elicit children’s performance: a comprehension task and a production task. The issues addressed between direct and indirect requests included the effect of directness, the influences of social distance and relative power, syntactic structures and strategy use as well as age effect. A total of 48 participants were recruited from an elementary school in Taipei and they were further divided into three age groups (i.e., kindergartners, Grade 2, Grade 4). Besides, 16 adults participated in the current study as the control group. The major findings are summarized as follows:
    1. The children aged 5 to 10 showed adult-like understanding of requests, however, they were not able to make adult-like requests before the age of 8.
    2. The effect of social distance was not obvious to both the children and adults in their comprehension and production of requests.
    3. The participants were all affected by social power. All age groups of children performed adult-like when interacting with people with higher power. They were more polite than expected when making a request to their peers and those with lower power.
    4. Our children aged 5 to 8 produced requests with imperatives the most, while those aged 9 to 10 made requests with interrogatives the most as the adults. Nonetheless, they were not able to produce requests with declaratives until they were 10 years old.
    5. Our children were able to produce various types of requests. However, a similar tendency of strategy use was found in every group. Mood derivable and query preparatory were the two strategies the most frequently use.

    Table of Contents ACKNOWLEDGEMENTS i CHINESE ABSTRACT iii ENGLISH ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES xi CHAPTER ONE INTRODUCTION 1 1.1 Background 1 1.2 Research Questions 5 1.3 Significance of the Study 5 1.4 Organization of the Thesis 6 Chapter Two Literature Review And A Classification Of Chinese Requests 7 2.1 Types of Requests 7 2.1.1 The Syntactic Perspective 8 2.1.2 The Pragmatic Perspective 11 2.1.3 Summary 16 2.2 Social Factors 17 2.2.1 Social Distance 17 2.2.2 Social Power 20 2.2.3 Summary 23 2.3 Age and Children’s Request Performance 23 2.4 A Classification of Chinese Requests 29 2.5 Summary of Chapter Two 35 Chapter Three Research Design 36 3.1 Participants 36 3.2 Methods and Materials 38 3.2.1 The Production Task 39 3.2.2 The Comprehension Task 43 3.3 Procedures 46 3.3.1 Pilot Study 46 3.3.2 Formal Study 47 3.4 Summary of Chapter Three 49 Chapter Four Results And Discussion 50 4.1 Direct and Indirect 50 4.1.1 Overall Findings 51 4.1.1.1 The Comprehension Task 51 4.1.1.2 The Production Task 52 4.1.2 General Discussion 54 4.2 Social Distance and Directness 56 4.2.1 Overall Findings 57 4.2.1.1 The Comprehension Task 57 4.2.1.2 The Production Task 59 4.2.2 General Discussion 61 4.3 Social Power and Directness 63 4.3.1 Overall Findings 64 4.3.1.1 The Comprehension Task 64 4.3.1.2 The Production Task 67 4.3.2 General Discussion 71 4.4 Syntactic Structures and Strategy Use 73 4.4.1 Overall Findings 73 4.4.1.1 Syntactic Structures 73 4.4.1.2 Strategy Use 76 4.4.2 General Discussion 79 4.5 Age 81 4.6 Summary of Chapter Four 85 Chapter Five Conclusion 86 5.1 Summary of the Major Findings 86 5.2 Limitations of the Present Study and Suggestions for Future Research 88

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