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記錄編號3366
狀態NC088FJU00462005
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學校名稱輔仁大學
系所名稱語言學研究所
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學號486286060
研究生(中)黃偉軒
研究生(英)Wei Xuen Huang
論文名稱(中)兒童使用言談標記 ''好'' 的發展研究
論文名稱(英)A Developmental Study of Children''s Use of Discourse Marker ''Hao''
其他題名
指導教授(中)許洪坤
指導教授(英)Joseph Hsu
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國圖全文開放日期.2005.01.01
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學位類別碩士
畢業學年度88
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語文別英文
關鍵字(中)言談標記 行為結構 交談順序結構 訊息狀態 語意結構
關鍵字(英)Discourse Marker Action Structure Exchange Structure Information State Ideational Structure
摘要(中)中文摘要 本篇論文主要探討3至5歲兒童使用言談標記「好」的發展階段。兒童在3歲2個月時第一次使用「好」。所有的語料是根據 Schiffrin (1987) 的言談模式與 Miracle (1991) 和我自己的分類。 我們假設兒童使用言談標記「好」先標記行為結構或交談順序結構 (部分)接著才是語意結構 (全面)。研究結果顯示出3 歲兒童的「好」標記了Schiffrin 言談模式中的行為結構與交談順序結構(部分)。4 歲兒童的「好」標記了行為結構﹐交談順序結構與訊息狀態。5 歲兒童的「好」標記了行為結構﹐交談順序結構﹐訊息狀態與語意結構 (全面)。 這說明了5 歲兒童較之於4 歲兒童使用「好」更為技巧﹐而4 歲兒童也比3 歲兒童更熟練於使用「好」。原因是由於4 歲兒童意識到如何在認知層面整合處理知識及較上層知識。5 歲兒童已意識到結合的概念﹐因此他們的言談也從部分層次提升至全面層次。
摘要(英)This study is to investigate the developmental stages of using the discourse marker hao by children from age 3 to 5. The first use of hao emerges when the child is 3 years and 2 months old. The data are analyzed on the basis of Schiffrin''s (1987) discourse coherence model as well as Miracle''s (1991) and my own classification. It is predicted that discourse marker hao for children at first marks either the exchange or action levels (local) and then the ideational level (global) of discourse. The results show that 3-year-old children''s uses of hao occur in the action and exchange structure (local) of Schiffrin''s model. 4-year-old children utilize hao in the action and exchange structure as well as the information state. 5-year-old children employ hao in the action and exchange structure, information state, and the ideational structure (global). This suggests that the 5-year-old children are more skilled in utilizing hao as a discourse marker than the 4-year-old subjects who in turn are better than the 3-year-old ones. The reason is that children at their fourth year have the ability to organize and manage knowledge and meta-knowledge in the cognitive state. In the fifth year, children acquire the concept of cohesion which can upgrade their discourse level from the local to the global.
論文目次Chinese Abstract ……………………..…………………………………I English Abstract ………………………………………………………..II Acknowledgment ….....……………….………...……………………..III Table of Contents.….…………………………………………………. IV List of Tables and Figures……………………………………..………Ⅶ Chapter One: Introduction 1.1 Rationale..…………………………………...….…………………..1 1.2 Motivation……………………………………...…..…………….…1 1.3 Objectives …………………………………………………………..4 1.4 Methodology….……………………………………………………10 1.5 The Organization of the Thesis………………………..…………...11 Chapter Two: Literature Review 2.1 Literature on Discourse Marker…...……………………………….12 2.1.1 Definition of Discourse Marker……………………………...12 2.1.2 Schiffrin''s Model of Discourse Coherence…………………..14 2.1.2.1 The Action Structure………………………………..14 2.1.2.2 The Exchange Structure……………………………..15 2.1.2.3 The Ideational Structure…………………………….16 2.1.2.4 The Participation Framework……………………….18 2.1.2.5 The Information State……………………………….19 2.1.3 Miracle''s Study…………………………………..…………..20 2.1.4 Sprott''s Study…….…………………………………………..27 2.1.5 Comparison between the Models of the Three Studies……...30 2.1.6 Hypothesis…………………………………………………...31 2.1.7 The Theoretical Framework………………………………….31 2.2 Literature on Children''s Cognitive Development…………………..32 2.3 Literature on Children''s Socialization..………...…………………..33 Chapter Three: Data Analysis 3.1 The Use of Hao by the 3-year-old Children...………………………34 3.1.1 Hao in the Action Structure…………………………………..34 3.1.2 Hao in the Exchange Structure……………………………….45 3.1.3 Summary……………………………………………………...47 3.2 The Use of Hao by the 4-year-old Children………………………...48 3.2.1 Hao in the Action Structure………… ………………………..48 3.2.2 Hao in the Exchange Structure………………………………..56 3.2.3 Hao in the Information State………………………………….61 3.2.4 Summary……………………………………………………...66 3.3 The Use of Hao by the 5-year-old Children…...…………………....67 3.3.1 Hao in the Action Structure…………………………………..68 3.3.2 Hao in the Exchange Structure……………………………….73 3.3.3 Hao in the Information State...……………………………….78 3.3.4 Hao in the Ideational Structure……………………………….82 3.3.5 Summary……………………………………………………...86 3.4 Summary of the Subject''s Use of Hao…………….………………..87 Chapter Four: Discussion 4.1 Discussion of Subjects'' Use of Hao………...……………………….95 4.1.1 The Action Structure………………………………………….95 4.1.2 The Exchange Structure………………………………………97 4.1.3 The Information State………………………………………...98 4.1.4 The Ideational Structure…………………………………….100 4.1.5 The Participation Framework……………………………….102 4.2 Multifunctional Hao………………………………………………104 Chapter Five: Conclusion 5.1 Conclusion……………………………………………………...….105 5.2 Suggestions for Further Studies……………………………………106 Bibliography ……………………………………………….…107
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