汉语儿童请求协商事件及语用能力发展研究  

Research on Chinese children’s request negotiation events and pragmatic competence development

作　　者：韩戈玲[1] Han Geling

机构地区：[1]上海理工大学外语学院,上海200093

出　　处：《外语教学》2020年第4期75-80,共6页Foreign Language Education

基　　金：上海理工大学人文社科培育项目“自然语境下城市儿童言语行为和语用借用研究”(项目编号:19SKPY01)的阶段性研究成果。

摘　　要：本文通过分析三名2;04-5;05岁(2岁4月龄-5岁5月龄)汉语儿童的自然会话交际语料,探讨儿童请求话语构式和请求协商事件序列,揭示儿童请求言语行为习得与儿童语用能力发展模式。研究发现,汉语儿童的元语用意识和间接言语行为能力较强,常使用名词、动词、形容词构式发起请求;2;04-5;05岁儿童依次习得直接请求、规约化间接请求和非规约化间接请求;3岁左右儿童对交际语境很敏感,能使用多种汉语构式请求序列;4岁以上儿童具备请求协商能力,能根据交际场合和交际对象的社会距离、权势关系等调整语用策略。在与家人、老师及同伴的互动过程中,儿童习得请求言语协商序列、会话交际规则、礼貌策略和社交礼仪,语用能力不断增强。By examining three Chinese children’s natural talks within the 12-14 months observation,this paper aims at exploring children’s Chinese construction,request sequences and request negotiation events revealing the developmental order of request sequences,request strategies and pragmatic competence.It is found that Chinese children have strong meta-pragmatic consciousness and indirect speech act performance,and that they often use nominal,verbal and adjective constructions to issue requests;2;04-5;05-year-old kids can gradually initiate direct request,conventional indirect request and non-conventional indirect;3-year-old kids are sensitive to contexts and choose multiple Chinese constructions to initiate request acts;kids of 4 years old and above master skills of request negotiation,adjust request strategies and pragmatic strategies in accordance with contexts,social distance and power relation.In various adult-kid and peer interactions,children acquire sequences of request events,conversational norms politeness strategies and social manners,develop their pragmatic competence accordingly.

关 键 词：发展语用学 儿童请求序列 请求协商事件 儿童语用能力 

分 类 号：H030[语言文字—语言学]