簡易檢索 / 詳目顯示

研究生: 李秀真
Hsiu-Chen Lee
論文名稱: 學前亞斯柏格症兒童話輪轉換之語用特質研究
A study of profiles of turn-taking competence in preschoolers with Asperger Syndrome
指導教授: 張正芬
Chang, Cheng-Fen
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2006
畢業學年度: 94
語文別: 中文
論文頁數: 167
中文關鍵詞: 學前亞斯柏格症話輪轉換語用CHILDES
英文關鍵詞: Asperger perschooler, turn-taking, pragmatic, CHILDES
論文種類: 學術論文
相關次數: 點閱:191下載:31
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究旨在瞭解學前亞斯柏格症與普通兒童話輪轉換語用特質的表現。研究對象為9名參與「亞斯柏格症」專案,且就讀幼稚園融合班大班亞斯柏格症兒童,與18名班上普通同儕。研究方法為透過對語言樣本質性與量化的分析,瞭解亞斯柏格症兒童與普通兒童話輪轉換語用特質的差異。根據研究結果,本研究共有以下幾點的結論:
    一、話輪類型及連續性之表現
    量化統計結果發現兩組兒童在話輪類型次數及連續性沒有顯著差異;質性分析探討中,話輪類型的表現上,亞斯柏格症兒童出現上下脈絡不相符的現象,也便是鄰近應對的問題,普通兒童則沒有此現象。
    另外,話輪連續性的質性資料中,亞斯柏格症兒童全部都出現重複簡單打斷現象,而普通兒童只有一半出現,再者亞斯柏格症兒童主題變化性比普通兒童少;在重複插入打斷現象中也發現亞斯柏格症兒童出現主題重複的情形。
    二、打斷之表現
    量化統計結果發現,亞斯柏格症兒童在簡單打斷及總打斷的次數上顯著高於普通兒童,兩組在插入打斷及被打斷的次數沒有顯著差異;質性分析探討中,亞斯柏格症兒童有大聲打斷、關連性不強、預測錯誤及容易被覺察打斷錯誤的現象。
    三、沉默之表現
    量化統計結果發現,兩組兒童在中斷沉默、意義沉默及總次數接沒有顯著差異;在質性分析探討中並未發現兩組兒童相異處。
    四、反饋信號之表現
    量化統計結果發現,兩組兒童不論在反饋信號或是重疊反饋信號的表現皆沒有顯著差異;質性分析探討中發現,亞斯柏格症兒童在反饋信號的使用時機上常出現不適當的狀況。
    五、會話掌控能力之表現
    量化統計結果發現,兩組兒童在定量掌控的表現上沒有差異,但是亞斯柏格症兒童在參與掌控的次數顯著高於普通兒童;質性分析探討中發現,亞斯柏格症兒童在簡單打斷常常會有關連性不強、被糾正或反駁等現象。

    The purpose of this study was to compare the turn-taking competences of 9 preschoolers with Asperger Syndrome in conversations in free play with 18 normal preschoolers. These conversations were transcribed and submitted to two kinds of analysis: 1)the quantitative analysis, 2)the qualitative analysis.
    The main findings of this study were stated as follows:
    1﹚Turn-constructional components and chains:
    There were no significant differences between Asperger﹙AS﹚and normal ﹙NC﹚preschoolers in the quantitative analysis, but AS preschoolers had problems in adjacency pairs and reiterated topic in the qualitative analysis.
    2﹚Interruption:
    The AS’s simple interruptions were significant higher than NC preschoolers in number, and no significant differences in butter-in interruptions between AS and NC preschoolers in the quantitative analysis; AS preschoolers showed some problems in the qualitative analysis while NC preschoolers did not, such as interrupting in unfit loudly voice, no-related interruptions, wrong predicted interruptions, and to be awared of wrong predicted interruptions.
    3﹚Silence:
    There were no significant differences between AS and NC preschoolers in the quantitative analysis and the qualitative analysis.
    4﹚Back channel:
    There were no significant differences in back channels and overlap backchannels between AS and NC preschoolers in the quantitative analysis, but the qualitative analysis showed AS preschoolers didn’t give back channels in the right time.
    5﹚Conversational dominance:
    There were no significant differences in Quantitative dominance but in Participatory dominance between AS and NC preschoolers in the quantitative analysis, and AS were significant higher than NC preschoolers; but the qualitative analysis showed AS preschoolers’s initiation fails to receive a positive response from the interlocutor.

    目次 第 一 章 緒論 第一節 研究動機…………………………………………………1 第二節 研究目的與問題………………………………………6 第三節 名詞釋義………………………………………………7 第 二 章 文獻探討 第一節 普通及亞斯柏格症兒童之語用發展及特質…………12 第二節 普通及亞斯柏格症兒童話輪轉換之語用發展及特質27 第三節 會話分析及話輪轉換的理論和相關問題……………35 第 三 章 研究方法 第一節 研究對象………………………………………………66 第二節 研究工具………………………………………………67 第三節 研究程序………………………………………………68 第四節 資料整理與分析………………………………………71 第五節 評分者間信度…………………………………………80 第 四 章 結果與討論 第一節 學前普通與亞斯柏格症兒童語言能力之比較………82 第二節 學前普通與亞斯柏格症兒童話輪轉換語用特質之量化表 現………………………………………………………83 第三節 學前普通與亞斯柏格症兒童話輪轉換語用特質之質性分析探 討………………………………………………………100 第 五 章 結論與建議 第一節 結論………………………………………………………133 第二節 研究限制、貢獻與建議…………………………………140 參考文獻 …………………………………………………………146 附 錄 …………………………………………………………158 圖表目次 圖2-3-1 語言溝通管道的類型………………………………… 53 圖4-3-1 重複簡單打斷連續圖(CHAINS Output)…………105 圖4-3-2 重複插入打斷連續圖(CHAINS Output)…………109 表2-1-1 普通兒童的語用發展表……………………………… 20 表2-1-2 亞斯柏格症兒童的語用特質相關研究……………… 25 表2-1-3 普通兒童與亞斯柏格症兒童的語用發展對照表…… 27 表2-2-1 亞斯柏格症兒童的輪流對話之語用特質相關研究… 34 表2-3-1 反饋信號相關研究…………………………………… 55 表3-1-1 樣本分配表…………………………………………… 68 表3-4-1 觀察資料的編碼意義………………………………… 81 表4-1-1 兩組兒童在平均語句長度的總和、平均數及標準差.84 表4-2-1 兩組兒童在三種話輪類型的總和、平均數與標準差.85 表4-2-2 兩組兒童在三種最長連續話輪的總和、平均數與標準 差 ………………………………………………………86 表4-2-3 兩組兒童打斷的總和、平均數與標準差…………….88 表4-2-4 兩組兒童各組的打斷類型出現百分比……………….88 表4-2-5 兩組兒童沈默的總和、平均數與標準差…………….90 表4-2-6 兩組兒童反饋信號的總和、平均數與標準差……….91 表4-2-7 兩組兒童重疊反饋信號的總和、平均數與標準差….92 表4-2-8 重疊反饋信號出現率………………………………….94 表4-2-9 兩組兒童在平均話輪長度的總和、平均數與標準差.95 表4-2-10 兩組兒童在總字數的總和、平均數與標準差……… 96 表4-2-11 兩組兒童在簡單打斷(成功打斷)的總和、平均數與標準 差……………………………………………………… 97 表4-2-12 掌控能力研究之比較………………………………… 100 表4-2-13 量化統計結果及質性探討分析的歸納比較………… 133 附錄 附錄一 家長調查表…………………………………………… 158 附錄二 教師調查表…………………………………………… 160 附錄三 語料轉寫代碼表……………………………………… 162 附錄四 導師同意書…………………………………………… 163 附錄五 家長同意書…………………………………………… 164 附錄六 兒童遊戲方式………………………………………… 166 附錄七 CHAT轉譯編碼範例…………………………………….167 附錄八 話輪、打斷及沈默連續圖…………………………… 169

    中文書目
    丁建新(1999):發展語用學關於兒童話語能力的研究。外語學刊,2,18-22。
    何兆熊(2000):新編语用學概要。上海:上海外語教育。
    李宇明(1995):兒童語言的發展。武漢:華中師範大學。
    李悅娥、申智奇(2003):自然會話中的打斷現象分析。當代語言學,5(1),25-32。
    周競(2002):兒童語言運用能力的發展。南京:南京師範大學。
    吳啟誠編譯(民92):語言樣本分析:威斯康辛州指導手冊。台北市:心理。
    洪蘭(譯)(民91):G. A. Miller著。詞的學問:發現語言的科學(The science of words)。台北市:遠流。
    徐大明、陶红印、謝天蔚(1997):當代社會語言學。北京:中國社會科學。
    曹純瓊(民89):鷹架式語言教學對國小高功能自閉症兒童口語表達能力學習效果研究。國立台灣師範大學特殊教育所博士論文,未出版,台北市。
    陳新仁(2000):國外兒童語用發展研究述評。外語與外語教學,12,38-41。
    張正芬(民91):一位自閉症兒童的語言發展歷程-二年縱貫研究的發現。特殊教育研究學刊,22,27-48。
    張耀翔(民57):兒童之語言與思想。台北市:中華。
    黃衍(2001):话轮替换系統。載於束定芳(主編),中國語用學研究論文精選(頁391-407)。上海:上海外語教育。
    張榮建(2002):會話分析與隨意會話分析。四川外語學院學報,18(4),56-60。
    張顯達(民87):平均語句長度在中文的應用。聽語會刊,13,36-48。
    農寶嫦(民82):英語課堂之言談次序:個案研究及建議(Turn-taking in English classes: Case Study and it′s implications)。國立台灣師範大學英語系碩士論文,未出版,台北市。
    靳洪剛(民83):語言發展心裡學。台北:五南。
    靳洪剛(1997):語言獲得理論。北京:中國社會科學出版社。
    蓋笑松、張麗錦、方富熹(2003):兒童語用技能發展研究的進展。心理科學,26(2),368-369。
    劉虹(2004):會話結構分析。北京:北京大學。
    蘇建文、程小危、柯華威、林美珍、吳敏而、幸曼玲、陳李綢、林惠雅、陳淑美(民80):發展心理學。台北市:心理。

    西文書目
    Adams, C., Green, J., Gilchrist, A. & Cox, A.﹙2002﹚. Conversational behavior of children with asperger syndrome and conduct disorder. Journal of Psychology and Psychiatry,43﹙5﹚, 679-390.
    Ahrens, U.﹙1997﹚. The interplay between interruptions and preference organization in conversation: New perspective on a class topic of gender research. In Communicating Gender in Context. Philadelphia: John Benjamins.
    Alcantara, J. I., Weiblatt, E. L., Moore, B. C. J., & Bolton, P. F.﹙2004﹚. Speech-in-noise perception in hign-functioning individuals with autism or Asperger’s syndrome. Journal of Psychology and Psychiatry, 45﹙6﹚, 1107-1114.
    Allwood, J., Nivre, J., & Ahlsen, E.(1992). On the semantics and pragmatics of linguistic feedback. Journal of Semantics, 9, 1-26.
    Attwood, T.﹙1998﹚. Asperger syndrome: A guide for parents and professionals. London: Jessica Kingsley.
    Austin, J. L.(1962). How to do things with words. Oxford: The Clarendon.
    Barnhill, G. P.(2001). What is Asperger Syndrome. Intervention In School And Clinic, 36(5), 259-265.
    Barnhhi, G. P.(2004). Asperger syndrome: a guide for secondary school principal. Principal Leadership, 5(3), 11-15.
    Baron-Cohen, S.(1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Development Disorders, 18, 379-402.
    Beattie, G. W.(1981).Interruption in conversational interaction, and its relation to the sex and status of the interactants. Linguistics, 19, 15-35.
    Bellon-Harn, M. L., & Harn, W. E.(2006). Profiles of social communicative competence in middle school children with Asperger syndrome: Two case studies. Child Language Teaching and Therapy, 22(1), 1-26.
    Berney, T.(2004). Asperger from childhood into adulthood. Advances IN Psychiatric Treatment, 10, 341-351.
    Brunner, L. J.(1979). Smiles can be back channels. Journal of Personality and Social Psychology, 37(5), 728-734.
    Bruner, J.(1983).Child’s Talk. New York: Norton.
    Charman, T., & Baird, G.(2002). Practitioner review: Diagnosis of autism spectrum disorder in 2- and 3-year-old children. Journal of Children Psychology and Psychiatry, 43, 289-305.
    Clancy, P. M., Thompson, S. A., & Suzuki, R., & Tao, H.(1996). The conversational use of reative tokens in English, Japanese, and Mandarin. Journal of Pragmatics, 26, 355-387.
    Coulthard, R. M.(1985). An Introduction to Discourse Analysis. London: Longman.
    Craig, H. K, & Washington, J. A.(1986). Children’s Turn-taking behaviors: Social-linguistic Interaction. Journal of Pragmatics, 10, 173-197.
    Creswell, J. W.(2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.(2nd ED). Thousand Oaks, CA: SAGE.
    Dewey, M., & Everard, P.(1974). The near normal autistic adolescent. Journal of Autism and Development Disorders, 4, 348-356.
    Duncan, S.(1973).Toward a grammar for dyadic Conversation. Semiotica, 9, 29-46.
    Duncan, S.J., & Niederehe, G.(1974). On signaling that it’s your turn to speak. Journal of Experimental Social Psychology, 10, 234-247.
    Duncan, S. J. & Fiske, D. W.(1974). Face-to- Face Interaction: Research, Methods, and Theory. Hillsdale, NJ: Lawrence Erlbaum Associates.
    Duncan, S. J. & Fiske, D. W.(1985). Interaction Structure and Strategy. NY: Cambridge University Press.
    Ervin-Tripp, S.(1979). Children’s verbal turn-taking. In Developmental Pragmatics(pp.391-414). NY: Academic Press.
    Foster-Cohen, S. H.(1999). An Introduction to Child Language Development. London: Longman.
    Frith,U.(1991). Autism and Asperger syndrome. NY: Cambridge.
    Gilmore,P.(1985). Silence and Sulking: Emotional Display in the Classroom. In Perspectives on Silence(pp.139-162). Norwood, NJ: Ablex Publishing Corporation Press.
    Heinz, B.(2003). Backchannel responses as strategic responses in bilingual speakers’conversations. Journal of Pragmatics, 35, 1113-1142.
    Hess, L. J., & Johnston, J. R.(1988). Acquistion of back channel listener responses to adequate messages. Discourse Processes, 11, 319-335.
    Hewetson, A.(2002). The stolen chold: aspects of autism and Asperger syndrome. U.S.A., Westport: Greenwood.
    Howlin, P.(1998). Children with autism and Asperger syndrome: a guide for practitioners and carers. NY: Guildford.
    Itakura, H.(2001). Describing conversational dominance. Journal of Pragmatics,33, 1859-1880.
    Jacob, T.(1974). Patterns of family conflict and domince as a founction of child age and social class. Developmental Psychology, 10(1), 1-12.
    Kaland, N., Nielsen, A. M., Callesen, K., Mortensen, E. L., Gottlieb, D. & Smith, L.(2002). A new advanced test of theory of mind: evidence from children and adolescents with asperger syndrome. Journal of Psychology and Psychiatry, 43(4), 517-528.
    Klin, A., Volkmar, F. R., & Sparrow, S. S.(2000). Asperger syndrome. NY: Guilford.
    Kremer-Sadlik, T.(2004). How children with autism and Asperger Syndrome respond to questions: a‘naturalistic’theory of mind task. Discourse Studies, 6(2), 185-206.
    Kurzon, D.(1995). The right of silence: A socio-pragmatic model of interpretation. Journal of Pragmatics, 23, 55-69.
    Levinson, S. C.(1983). Pragmatics. England: Cambridge University.
    Losh, M.& Capps, L.(2003).Narrative ability in high-functioning children with Autism or Asperger syndrome. Journal of Autism and Development Disorders, 33(3), 239-250.
    Lyons, V., & Fitzgerald, M.(2004). Humor in autism and asperger syndrome. Journal of Autism and Developmental Disorders, 34(5), 521-531.
    Martin, I., & Mcdonald, S.(2004). An exploration of causes of non-literal language problems in individual with asperger syndrome. Journal of Autism and Developmental Disorders, 34(3), 311-328.
    McConachie, H., Counteur, A. L., & Honey, E.(2005). Can a diagnosis of Asperger syndrome be made in very young children with suspected autism spectrum disorder? Journal of Autism and Developmental Disorders, 35(2), 167-176.
    Myles, B. S., & Simpson, R. L.(1998). Asperger syndrome: A guide for educators and parents. Austin, TX: PRO-ED.
    Ninio, A., & Snow, C. E.(1996). Pragmatic development. Colorado: Westview.
    Och, E., Sadlik, T. K., Sirota, K. G., & Solomon, O.(2004). Autism and social world: an anthropological perspective. Discourse Studies, 6(2), 147-183.
    Ochs, E. & Solomon, O.(2004).Introduction: discourse and autism. Discourse Studies, 6(2), 139-146.
    Pan, B. A.(1994). Basic Measures of Child Language(27-49). In Handbook Research in Language Development Using CHILDES. Hillsdale, NJ: Lawrence Erlbaum Associates.
    Pan, B. A. & Snow, C.E. (1999). The development of conversation and discourse. In M. Barrett (Ed.), The development of language (pp. 229-250). London: UCL Press.
    Prutting, C. A.(1979). Process: The action of moving forward progressively from one point to another on the way to completion. Journal of Speech and Hearing Disorder, 44, 3-30.
    Rubin, E.,& Lennon, L.(2004).Challenges in social communication in asperger syndrome and high-functioning autism. Topic In Language Disorders, 24(4), 271-285.
    Sacks, H., Schegloff, E. A., & Jefferson, G.(1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4)696-735. Retrieved March 10,2005, from http://www.sscnet.ucla.edu/soc/faculty/schegloff/
    Sadlik, T. K.(2004). How children with autism and Asperger syndrome respond to questions: a ‘naturalistic’ theory of mind task. Discourse Studies, 6(2), 185-206.
    Safran, S. P.(2001). Asperger syndrome: the emerging challeng to special education. Exceptional Children, 67(2), 151-160.
    Safran, S. P., Safran, J. S. & Ellis, K.(2003). Intervention ABCs for children with asperger syndrome. Topics in Language Disorders, 23(2), 154-165.
    Tannen, D., & Saville-Troike, M.(1985). The Place of Silence in an Integrated Theory of Communacation. In Perspectives on Silence(pp.3-18). Norwood, NJ: Ablex Publishing Corporation Press.
    Searle, J. R.(1969). Speech acts: an essay in the philosophy of language. England: Cambridge University.
    Schegloff, E. A., & Sacks, H.(1973). Opening up closings. Semiotica,8(4), 289-327. Retrieved March 10,2005,from http://www.sscnet.ucla.edu/soc/faculty/schegloff/
    Schegloff, E. A.(1982). Discourse as an interactional achievement: some uses of ´uh huh´ and other things that come between sentences. In D.Tannen(ED.), Analyzing Discourse: Text and Talk. Washington, D. C: Georgetown University Press. Retrieved April 5, 2006, from http://www.sscnet.ucla.edu/soc/faculty/schegloff/
    Schegloff, E. A.(2001). Accounts of conduct in interaction: Interruption, Overlap, and Turn-taking(pp.287-321). In Handbook of Sociological Theory. NY: Kluwer.
    Seedhouse(1998).Conversation analysis methodology. Language Learning, 54(1), 1-54.
    Shriberg, L. D., Paul, R., Mcsweeny, J. L., Klin, A., Cohen, D. J., & Volkmar, F. R.(2001).Speech and prosody characteristics of adolescents and adults with high-founctioning autism and asperger syndrome. Journal of Speech, Language, and Hearing Research, 44(5), 1097-1115.
    Sirota, K. G.(2004). Positive politeness as discourse process: politeness practices of high-functioning children with autism and Asperger syndrome. Discourse Studies, 6(2), 229-251.
    Szatmari, P., Archer, L., Fisman, S. F., & Streiner, D. L. (1995). Asperger syndrome and autism: diferences in behaviour, cognition and adaptive functioning. Journal of the American Academy of Child and Adolescent Psychiatry,34, 1662–1671.
    Szatmari, P., Bryson, S.E., Streiner, D. L., Wilson, F. J., Archer, L., & Ryerse, C.(2000). Two-year outcome of preschool children with autism or Asperger’s syndrome. American Journal of Psychiatry,1576, 1980–1987.
    Szatmari, P., Bryson, S. E., Boyle, M. H., Streiner, D. L., & Duku, E. (2003). Predictors of outcome among high functioning children with autism and Asperger syndrome. Journal of Child Psychology and Psychiatry, 44, 520-528.
    Tager-Flusberg, H. B.(1981). On the nature of linguistic functioning in early infantile autism. Journal of Autism and Development Disorders,11, 45-56.
    Tao, H., & Thompson, S. A.(1991). English backchannels in Mandarin conversations: A case study of superstatum pragmatic‘interference’. Journal of Pragmatics, 16, 209-223.
    Volkmar, F. R., Sparrow, S. S., Goudrequ, D., Cicchetti, D. V., Paul, R., & Cohen, D. J.(1987). Social deficits in autism: An operational approach using the Vineland Adaptive Behavior Scales. Journal of the Academy of Child and Adolescent Psychiatry, 26, 155-161.
    Wing, L.(2005). Reflections on opening pandora’s box. Journal of Autism and Developmental Disorders, 35(2), 197-203.
    Waterhouse, L., & Morris, R.(1996). Diagnosis and classification in autism. Journal of Autism and Developmental Disorders, 26(1), 59-87.
    William, A. C.(1979). Sociolinguistic Patterns in Adult-Child Interaction.In Developmental Pragmatics(pp.373-389). NY: Academic Press.
    Young, E. C., Diehl, J. J., Morris, D., Hyman, S. L., & Bennetto, L.(2005). The use of two language tests to identify pragmatic language problem in children with autism spectrum disorders. Language,Speech & Hearing Services in Schools, 36(1), 62-73.

    QR CODE