成人与同伴在4～5岁儿童会话能力发展中的作用比较  

Different Roles of Adult and Peer in the Development of Conversational Competence of Children Aged 4～5

作　　者：杨金焕[1] 郑荔[2] 盛欐 

机构地区：[1]河南济源职业技术学院,济源459000 [2]南京师范大学教育科学学院,南京210097 [3]美国特拉华大学言语与语言障碍系,纽瓦克19713

出　　处：《学前教育研究》2018年第1期49-63,共15页Studies in Early Childhood Education

基　　金：2017年度教育部人文社会科学研究规划基金项目"3~6岁汉语特定型语言障碍儿童词汇获得研究"(批准号:17YJAZH132);教育部卓越幼儿园教师培养计划资助项目"鹤琴之旅--研究型幼儿园教师培养"

摘　　要：会话能力作为儿童语用能力的重要方面,是儿童语言发展水平的重要体现。本研究运用INCA-A编码系统和CLAN语料分析系统,从话轮转换、会话发起、会话维持和会话修补四个方面,对儿童分别与成人和同伴互动时表现出来的会话能力进行分析,结果发现成人对儿童话轮转换、话题拓展、会话维持、会话言语相关性和脱离情境语言的发展有显著支持作用;同伴对儿童会话发起、施动者角色和否定性语言发展、复杂结构话语输出、想象性语言、去自我中心化语言使用、会话修补和主动解决交流障碍有显著支持作用。幼儿园应充分发挥自身的教育优势,在注意发挥教师的引导作用,促进儿童轮流交谈,开展具体深入的拓展性谈话,为儿童语言输出提供机会的同时,加强儿童之间的同伴互动,重视同伴互动带来的挑战,发挥儿童主动性,让儿童在解决交流障碍的过程中获得会话能力方面的更好发展。Conversational competence, as an aspect of children＇s pragmatic competence, is an important manifestation of children＇s language competence. In this study, INCA-A encoding system and CLAN corpus analysis system are used to analyze children＇s conversational competence from four aspects： turn taking , conversation initiation, conversation maintenance and conversation repair, in order to reveal the consistency and difference of children＇s conversational ability development with adults and peers. The influence of adults for the development of children conversation ability mainly embodied in the following aspects： turn-taking, conversation-maintenance, extending topic, using speech related to current context and decontextualized language. The influence of peers for the development of children conversation ability mainly manifested in： conversation-initiating ability, agent acting, negative longer utterances outputting, imagination h expressing, ability. According to above conclusions, we put forward one hand, we should give full play to the role of adult language , more complex and decentralism speech and conversation-repairing some suggestions for teachers and parents. On the guidance, promote children to talk in turn, carry out specific and in-depth development talks, and provide opportunities for children＇s language output. Meanwhile, we should motive children to interact with their peers, strengthen the conversation-initiating ability, and utilize the communication barriers to practice the conversation ability. In addition, we should make full use of the role of Kindergarten, and provide a good language environment for the development of children＇ s conversational ability.

关 键 词：会话能力 社会互动 话轮转换 会话修补 

分 类 号：G613.2[文化科学—学前教育学]