研究生: |
黃素華 Huang Su Hua |
---|---|
論文名稱: |
學步兒溝通能力發展之個案研究 Developing communicative ability in a toddler:A case study |
指導教授: |
張鑑如
Chang, Chien-Ju |
學位類別: |
碩士 Master |
系所名稱: |
人類發展與家庭學系 Department of Human Development and Family Studies |
論文出版年: | 2009 |
畢業學年度: | 97 |
語文別: | 中文 |
論文頁數: | 147 |
中文關鍵詞: | 學步兒 、溝通表現形式 、溝通意圖 、輪替行為 |
英文關鍵詞: | toddler, communicating expression form, communicating intention, turn-taking |
論文種類: | 學術論文 |
相關次數: | 點閱:221 下載:23 |
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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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