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單字練習題常作為英語教師提升第二外語學習者單字學習成效的方式之一，然而針對不同單字練習題的實際成效，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究階層式單字練習題與抄寫練習題對國小學童英語字彙習得（word gains）與記憶保留（retention）的影響。 研究對象為臺灣北部一所公立國小四年級兩個班的五十五位學生，此均質的兩個班級被隨機指定為實驗組與控制組，實驗組於一般教學後施予階層式單字練習題,而控制組則於一般教學後施予抄寫練習題。兩組受試者皆接受每週一次、歷時六週的單字練習題，一共練習二十四個主要單字。之後，兩組受試者隨即接受包含所有主要單字的單字知識等級表（VKS）測驗，以得知兩組受試者的單字習得情形。一個月後，兩組受試者再次接受相同的單字測驗，以進一步得知單字的記憶保留情形。本研究主要發現如下：（1）在單字習得成效方面，接受階層式單字練習題的實驗組學生顯著優於接受抄寫練習題的控制組學生；（2）單字保留成效方面，接受階層式單字練習題的實驗組學生亦顯著優於接受抄寫練習題的控制組學生；（3）階層式單字練習題對於高、低英語學習成就者而言，在單字習得與記憶保留上皆有正面影響；（4）對於高、低英語學習成就者而言，抄寫練習題亦皆有助於提升其單字習得與保留成效；（5）對於高英語學習成就者之單字習得而言，階層式單字練習題與抄寫練習題的成效相同；然而，對於單字記憶保留而言，階層式單字練習題的成效優於抄寫練習題；（6）對於低英語學習成就者之單字習得與保留而言，階層式單字練習題的成效皆優於抄寫練習題。最後，研究者針對階層式單字練習題及抄寫練習題在實際教學上之應用提供建議，以作為教育學者們參考。 / Vocabulary exercises are regarded as one of the ways English teachers frequently utilize to enhance English as a Foreign Language (EFL) learners’ vocabulary learning efficiency. Yet, studies focusing on the comparisons of the effects of different vocabulary exercises on learners’ vocabulary acquisition and retention seem comparatively few. Thus, the present study adopted a quantitative research method to investigate the effects of two types of vocabulary exercises, i.e., hierarchy vocabulary exercises and copying exercises, on learners’ word gains and retention. Participants of the study were two classes of 55 fourth-grade students in a public elementary school in northern Taiwan. With the homogeneity of English proficiency on Cambridge Young Learners English Test (CYLET), the two classes were randomly assigned to the experimental and control groups. During the instructional experiment, the experimental and control groups received hierarchy vocabulary exercises and copying exercises respectively once a week, with a total of six times, to practice a total of 24 target words selected in this study. After receiving the last vocabulary exercises, both groups received post-test 1, based on a Chinese version of Vocabulary Knowledge Scale (VKS), to measure their word gains of all the target words. One month after receiving the last vocabulary exercises, both groups also received post-test 2, which was the same as post-test 1, to assess their word retention. The major findings are summarized as follows. (1) In terms of word gains, learners receiving hierarchy vocabulary exercises significantly outperformed those receiving copying exercises. (2) In terms of word retention, hierarchy vocabulary exercises possessed greater facilitative effects than copying exercises. (3) Hierarchy vocabulary exercises exerted a significant effect on both high and low English achievers’ word gains and retention. (4) Not only high English achievers but also low English achiever reaped benefits from copying exercises on word gains and retention. (5) Hierarchy vocabulary exercises demonstrated superior effectiveness than copying exercises on high English achievers’ word retention, but not on their word gains. (6) Hierarchy vocabulary exercises led to both more word gains and retention than copying exercises for low English achievers. At the end of the thesis, pedagogical implications and recommendations for further research were provided.

This study was conducted to investigate the eighth graders’ English learning difficulty in the Shi-Shi Junior High School. Based on the previous researchers’ similar points of view, it is concluded that students’ learning difficulty is associated with three dimensions, including the school factors, personal factors, and family factors. The three dimensions were related to students’ English learning difficulty. The research methods incorporated qualitative such as in-depth interviewing and quantitative methods such as descriptive statistics and T-test. 120 students participated in the survey, and ten students and three teachers took part in the in-depth interviewing. According to the result, such factors as the teachers’ teaching and explaining ways and their shortage of interest in English have led to students’ English learning difficulty. Female students are bombarded with more English learning difficulty associated with emotional problems such as their bias toward their English teachers and parents’ expectation. Students retrogressing in the junior high school encounter more English learning difficulty, including the gap between their English learning in the elementary school and that in the junior high school and their parents’ expectation. Too many exams, the usage of the present English textbook, the learning gap, students’ shortage of interest in English learning, their previous learning experience of failure, and their learning pressure contributed to the English learning difficulty of students with lower achievement. Suggestions are offered based on the research consequence.

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字彙學習在語言學習上佔有非常重要的地位。本研究之目的旨在探究台灣國中學生在學習英語字彙時使用字彙學習策略的情形，首先，想了解各種不同字彙學習策略的使用頻率，並找出較常和較少使用的字彙學習策略，此外，想探討字彙學習策略的使用和字彙學習成就之間的關係，並找出不同字彙學習成就程度的學生在字彙學習策略使用上的差異之處。 本研究以147位國中三年級學生為調查對象，研究的工具為字彙學習策略問卷和字彙學習成就測驗，資料的分析採用SPSS，包含描述性統計、皮爾遜積差相關分析及單因子變異數分析。研究結果指出(1)整體而言，國中學生使用字彙學習策略的頻率並不高；(2)國中學生最常使用認知策略，最少使用社會策略；(3)國中學生比較常使用「表層」處理策略，比較少使用「深層」處理策略，例如，學生會注意單字的發音及拼法，並且偏愛重複背誦的方式，相反地，他們很少使用聯想或造句的方式來學習字彙；(4)國中學生的字彙學習成就和字彙策略的使用有顯著的相關性，在字彙學習上成就較高的學生，不僅會使用較多樣的策略來學習字彙，而且會更常使用這些字彙策略；(5)在字彙學習上成就較高的學生會比較注意上下文的關聯性、發音與拼法的相關性、字彙的詞性，他們會把單字分成音節而且會把字彙學習與自身的經驗相結合，另外，他們在教材的使用比較積極，相反地，成就較低的學生比較不注重單字的發音；(6)國中學生的學習策略來源主要是學校老師，他們選擇使用某些特定的策略主要原因是因為這些策略比較方便且容易使用，此外他們最想學的字彙學習策略與增加自然練習英語的環境有關。 最後，本研究建議老師應該 (1)教導學生如何使用各種不同的字彙學習策略；(2)在介紹策略的時候要考慮學生的程度；(3)教導學生聯合使用「表層」及「深層」處理策略；(4)教學生猜測單字的意思後，要查字典；(5)提供互動的活動讓學生在自然的環境下學習字彙；(6)鼓勵學生獨立規劃自己的字彙學習。 / Vocabulary learning is of critical importance to language acquisition, whether the language is first, second, or foreign. After suffering from being neglected for decades, vocabulary learning and teaching now have attracted considerable attention in the field of ESL or EFL research. The interest of research has been particularly in studying learners’ approaches to vocabulary learning. The present study aims to investigate the kinds of vocabulary learning strategies used by JHS students in Taiwan. Moreover, it examines whether there is any relationship between JHS students’ vocabulary strategy use and their vocabulary learning achievement. The data were collected from 147 third-grade students from a junior high school in Miaoli by means of two materials. The Vocabulary Learning Strategy Questionnaire was designated to survey what kinds of vocabulary learning strategies JHS students used and how often. The Vocabulary Achievement Test was used to discriminate the participants into different levels in vocabulary learning achievement. Data analysis was performed by SPSS, including descriptive statistics, Pearson product-moment correlations, and one-way ANOVA. The major findings of this study are summarized as follows. (1) JHS students as a whole are moderate users of vocabulary learning strategies. (2) JHS students use cognitive strategies most frequently and social strategies least frequently. (3) JHS students employ “shallow” processing strategies more often than “deep” processing strategies. They particularly favor repetition strategies and pay more attention to the form of a word. On the other hand, they seldom put words in a meaningful context or utilize imagery techniques. (4) JHS students’ vocabulary strategy use is strongly related to their vocabulary learning achievement. Students with better vocabulary learning achievement not only use a wider range of strategies but also use them much more frequently. (5) JHS students with the highest level of vocabulary learning achievement pay much more attention to textual context, dividing words into syllables, active use of the learning materials, the matching between spelling and sound, word classes, and the personalization of information. On the other hand, JHS students with the lowest level of vocabulary learning achievement pay much less attention to the sound of a word. (6) JHS students learn vocabulary strategies primarily from school teachers and their major reason for strategy choice is because of convenience and ease of employment. The strategies that they want to learn most have something to do with increasing authentic input. According to the findings, several pedagogical implications are suggested. Teachers should (1) help JHS learners to raise their awareness of vocabulary learning strategy use; (2) take JHS learners' individual differences, such as vocabulary learning achievement, into account when recommending strategies; (3) instruct JHS learners to increase using the “shallow” processing and “deep” processing strategies in combination; (4) guide JHS students to use the “guessing” and “dictionary” strategies in combination; (5) provide JHS students with more authentic input and communicative interaction for vocabulary learning; (6) encourage JHS students to take charge of their vocabulary learning and view it as a life-long process. If JHS students can be equipped with the abilities to employ appropriate strategies, they can build up vocabulary more effectively and efficiently on their own.

本研究旨在探討臺北市區公所公務人員資訊素養（information literacy）與網路學習意願（Web-based learning willingness）的現況及關係，將資訊素養分為認知資訊、取得資訊、評估資訊、利用資訊、資訊倫理等五個構面，網路學習意願分為課程內容、獎勵措施、學習社群等三個構面，設計本研究調查問卷，經由專家審查與進行預測，以信度和效度考驗修正後（資訊素養由五個構面修正為六個構面，增加「資訊價值」構面），再對臺北市的12行政區公所員工，採分層比例隨機抽樣方式進行問卷調查，共發出563份問卷，有效問卷510份。 　　本研究以描述性統計分析（Descriptive Statistics Analysis）、t檢定（t-Test）、單因子變異數分析（One Way ANOVA）、及Person積差相關係數（Pearson Product Moment Correlation）等統計方法進行分析，歸納結論如次： 一、臺北市區公所員工整體資訊素養的知能認知程度達80.19%，平均值為4.01，其中以資訊價值最高，其次依序為資訊倫理、取得資訊、利用資訊、認知資訊及評估資訊。 二、臺北市區公所員工整體網路學習意願的知覺程度達76.19%，平均值為3.81，其中以課程內容最高，其次為獎勵措施及學習社群。 三、不同背景變項對資訊素養之差異情形： （一）不同性別、年齡、教育程度、職位、職務性質及職等的臺北市區公所員工對資訊素養等構面無顯著差異存在。 （二）不同服務年資的臺北市區公所員工對資訊素養中的取得資訊、評估資訊、資訊倫理等構面有顯著差異存在。 （三）不同使用電腦經驗的臺北市區公所員工對資訊素養中的取得資訊、利用資訊構面有顯著差異存在。 （四）不同參加網路學習的臺北市區公所員工對資訊素養中的資訊價值、取得資訊、利用資訊及資訊倫理等構面有顯著的差異存在。 四、不同背景變項對網路學習意願之差異情形： （一）不同性別、教育程度、職位、職務性質、職等、使用電腦經驗與參加網路學習的臺北市區公所員工對網路學習意願無顯著差異存在。 （二）不同年齡的臺北市區公所員工對網路學習意願中的獎勵措施、學習社群等構面有顯著的差異存在。 （三）不同服務年資的臺北市區公所員工對網路學習意願中的獎勵措施構面有顯著的差異存在。 五、資訊素養與網路學習意願之間呈現中度的正相關。 　　最後，根據研究結果對政府機關、公務人員及後續研究提出建議供參考，藉以提升公務人員的資訊素養及網路學習意願。 關鍵字：資訊素養、網路學習意願 / This study investigates the information literacy and web-based learning willingness of officials in Taipei City District Offices. The information literacy includes abilities to realize information, to obtain information, to evaluate information, to make use of information, and to follow information ethics. The web-based learning willingness is divided into three dimensions: course content, reward system, and learning community. The questionnaire that the research adopts is reviewed and predicted by experts and revised based on reliability and validity tests (adding “information value” to information literacy). The research objects are officials in 12 District Offices of Taipei City. Total amount of 563 questionnaires are distributed using stratified random sampling method, and 510 of them are valid research data. The research data are analyzed by Descriptive Statistics Analysis, t-test, One Way ANOVA, and Pearson Product Moment Correlation. The major conclusions are as follows: I.The cognitive degree of Taipei City District officials’ information literacy as a whole is 80.19%. The mean is 4.01. Among all the facets, information value gets the highest score. Other abilities, from high to low, are: information ethics, obtaining information, making use of information, realizing information, and evaluating information. II.The conceptual degree of Taipei City District officials’ web-based learning willingness is 76.19%. The mean is 3.81. Course content scores the highest followed by reward system and learning community. III.The differences in information literacy between different background variables: 1.Variables such as sex, age, education degree, position, nature of job, and rank of position are not significantly different in terms of information literacy. 2.Officials with different years in service are significantly different in abilities to obtain information, evaluate information, and follow information ethics. 3.Officials with different computer-using experience are significantly different in abilities to obtain information and to make use of information. 4.Officials with or without on-line learning experience are significantly different in terms of information value, obtaining information, making use of information and following information ethics. IV.The differences in web-based learning willingness between different background variables: 1.Variables such as sex, education degree, position, nature of job, rank of position, computer-using experience and on-line learning experience are not significantly different in web-based learning willingness. 2.Official of different ages are significantly different in dimensions of web-based learning willingness such as reward system and learning community. 3.Official with different years in service are significantly different in terms of reward system. V.The information literacy and web-based learning willingness are positive correlated with medium degree. Finally, according to the research results, the researcher provides suggestions for the government, officials, and future studies in order to improve the information literacy and web-based learning willingness of government officials. Keyword：information literacy，web-based learning willingness

本研究的主要目的在於比較「GSP融入數學教學」與「傳統講述教學」對學生學習幾何課程之成效，並探討實驗組學生經由「GSP融入數學教學」後的態度與看法，以便可以作為將來在國中階段發展GSP輔助教學之參考。 本研究採不等組前後測準實驗研究設計，以桃園縣某國中三年級兩班共67名學生為研究對象，非隨機分派一班為實驗組，進行GSP融入數學教學；另一班為控制組，進行傳統講述教學，經由Kolb學習風格量表受測，區分為「具體經驗」及「抽象概念」兩類的學生，教學實驗為期六週共十二節課，教學內容為國三第五冊幾何單元「圓」，探究不同性別與不同學習風格之學生分別接受不同教學方法之後，在數學學習態度、學習成就與學習保留上的差異，採用二因子共變數分析統計方法驗證假設，並於實驗教學後針對實驗組做「GSP使用態度調查表」以了解學生的態度與反應。檢定分析與調查結果，得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。 (二)不同性別、不同學習風格均無顯著差異。 (三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 二、排除前測影響後，學生在數學學習成就上的表現： (一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。 (二)不同性別、不同學習風格均無顯著差異。 (三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 三、排除前測影響後，學生在數學學習保留上的表現： (一)不同教學方法與不同性別之間沒有交互作用，且均無顯著差異。 (二)不同教學方法與不同學習風格之間有交互作用。 (三)以GSP融入數學教學而言，不同學習風格會造成顯著差異；抽象概念的學生優於具體經驗的學生。 (四)以抽象概念風格而言，不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 四、實驗組學生使用GSP態度分析 實驗組學生在幾何單元「圓」實施「GSP融入數學教學」後，絕大多數的學生喜歡此種教學方法，並抱持著正向及肯定的學習態度。 最後根據研究結果提出具體建議，以供學校、教師及未來研究者參考。 / The main purpose of this study is to compare the effectiveness of learning geometry using new teaching method (i.e. GSP in mathematics teaching) and traditional teaching method. For the possibilities of applying GSP to junior high school math teaching in the future, this study also analyze how students learn and react toward ‘GSP in mathematics teaching’. There are two grade 9 classes with totaled 67 students in the study. One class is assigned as the experimental group (i.e. GSP in mathematics teaching). Another class, the control group, is taught by traditional narrative teaching. All student are categorized, based on Kolb Learning Style Inventory(LSI), into two types: Concrete Experience and Abstract Conceptualization. The experiment consists of 12 classes in 6 weeks. The geometry content is ‘circle’, in book V for 9th graders. The study analyzes how students with different learning styles and genders react to these two math teaching methods. The attitudes , achievements and retentions of students learning are the main interests. The hypotheses are tested using two-way ANCOVA. Students in the experimental group are further evaluated with GSP questionnaire at the end of the experiment. The conclusions are as follow: I. For the attitude of students in learning math: 1. There is no interaction between teaching method and gender and between teaching method and style. 2. There is no significant difference between different genders and between different learning styles. 3. Different teaching methods have significant difference: GSP in math teaching is much better than traditional narrative teaching. II. For the achievement of students in learning math: 1. There is no interaction between teaching method and gender and between teaching method and style. 2. There is no significant difference between different genders and between different learning styles. 3. Different teaching methods have significant difference:GSP in math teaching is much better than traditional narrative teaching. III. For the retention of students in learning math. 1. There is no interaction between teaching method and gender. In addition , there are no significant differences between teaching method and between different gender. 2. There is interaction between teaching method and learning style. 3. Learning styles have significant difference when GSP is used in math teaching. Students categorized in Abstract Conceptualization perform better than those in Concrete Experience. 4. Among those Abstract Conceptualization students from GSP in math teaching class is significantly better than those from traditional narrative teaching. IV. For the attitude of students with GSP: Most students in experimental group are fond of GSP in math teaching, and hold a positive attitude toward learning . Finally, suggestions based on this study will be provided for school authority, teachers and other researchers. Keyword: GSP, computer-assisted instruction, learning style, mathematics learning attitude, mathematics learning achievement, mathematics learning retention, ANCOVA

本個案旨在探討臺灣國小學生在參與透過部落格學習跨文化溝通的計畫後，他們跨文化溝通能力的發展以及學習英語態度的改變。 本研究方法採用質性研究，一開始先探討學生在面臨跨文化溝通學習過程中的關鍵事件，接著研究重心會放在探討當中三位學生如何和外國伙伴以及其他師生的學習歷程。研究工具主要為三位學生的訪談、部落格的學習歷程以及省思日記。Byram (2000) 跨文化溝通能力指標用來分析以及辨識學生跨文化溝通能力。 本研究發現與外國學生互動的真實學習情境的確能提升學生跨文化溝通的學習動力。然而，缺乏溝通策略也讓學生在過程中感到焦慮而不能投入學習。在另一方面，學生的焦慮也驅使他們去尋求協助以及部落格上的資源以解決問題。透過老師的鼓勵以及同儕間的學習，學生學習如何發展自己的跨文化溝通能力，藉由仿效他人的溝通歷程來學習表達自己的想法。除了學習溝通策略，學生逐漸在過程中發展跨文化意識。他們更願意檢視自己的文化並且以不同角度來思考文化議題。 透過更進一步研究當中三位學生的跨文化溝通歷程，他們在學習過程中有不同的表現。雖然他們皆對和外國伙伴交換文化以及學校生活資訊十分有興趣，但是他們的動機持續力、遇到的困難以及在過程中所扮演的角色皆有所不同。這都和學生的學習風格以及對網路使用的認知不同有關。 在英語學習態度方面，結果顯示部落格的一些功能例如非同步溝通以及多媒體的整合皆讓學生更能體驗在較無焦慮的情境下學習用英語來進行互動，並且增加他們用自己的方式表達自我。學生在部落格的情境之下，能抱持著正面的態度來與外國伙伴互動。 研究結果顯示個人的因素例如學生的背景、對網路使用的認知以及學習焦慮皆在學習者發展跨文化的過程扮演著重要的角色。因此，本研究希望透過教學現場的互動情形，提升老師對如何協助學習者，以及幫助他們整合不同資源來增加他們跨文化溝通能力的學習動機這方面的重視。 / The case study investigated the development of Taiwan elementary school students’ intercultural communicative competences and their attitude toward English learning as they participated in the intercultural communication project in the blog environment. Grounded on qualitative inquiry, an overview of critical incidents which the students met in the project was discussed. Then the investigation focused on how three of the students interacted with the international partners, local students, and instructors. The major data collection instruments were adopted including the individual interviews with the three students, and their blog entries and reflection journals. Byram’s (2000) adapted intercultural guidelines were used as the framework to identify the three students’ intercultural competences. It was found that the authentic task of communicating with the international partners was important factor which encouraged the students to get more involved in the communication. However, the lack of the communication strategies made the students feel anxious and stressed and distanced them from the intercultural communication. On the other hand, the students’ anxiety actually made them look for support and the resources on the blogs which could help them solve the difficulties. Through the instructor’s encouragement and peer learning, the students learnt how to develop intercultural communication skills and understood the benefits of learning how to reuse others’ communication process to express their own ideas. In addition to learning the strategies for intercultural communication, the students gradually developed intercultural awareness. They were more willing to reflect on their own culture and think cultural issues from different perspective. As further investigating three of the students’ intercultural communication experience, it was found that students had different performance in the project. Although gaining interest in exchanging the information of cultures and school life with international partners, the three cases’ differences were seen in their continuity of motivation, the challenges they faced, and the roles they felt comfortable to be in the intercultural communication project. Their difference are related to learners’ learning styles and their perception of internet use which benefit or stop the cultivation of their intercultural communicative competences. As for their attitude toward English learning, the results shows that the blog features like asynchronous communication and multimedia integration could help the students experience the process of using English as the medium for social interaction with less anxiety and increase their motivation for presenting life experience in their own way. The students developed positive attitude toward practicing English through communicating with international partners on the blogs. The results of the study show that personal factors, such as individual background, perception of internet use and anxiety played an important role as learners develop intercultural communication. Thus, this study suggests that more efforts should be paid to explore how to support learners and help them integrate resources in order to increase their participation in intercultural communication on the internet.

本篇論文的目的在於討論兒童在漢語母子對話中修護行為(repair behavior)的情況，研究問題如下：1.兒童修護形態(repair types)的表現狀況2.兒童修護行為在語言形式、語用功能的習得是否隨年紀增加而呈現發展變化3.母親的語言形式、語用功能隨著兒童年紀增加有何改變。研究對象是六位兒童與他們的母親，年紀介於三歲至五歲。研究結果顯示，語言型態的使用隨年紀增加而有所不同，年幼孩子相較於年長孩子更依賴母親來開啟修護句型。並且，結顯示，三歲組採用 Lexical 語言形式的修復，另一方面年長孩子運用Syntactic Editing terms來執行修護行為。最後，母子對話的互動過程可以幫助孩子習得運用更成熟的修護技巧，年紀越大的小孩越能掌握以多樣的語言型式來達成多樣的語用功能。而這些不同可能是孩子的語言學習能力、記憶廣度、及認知能力所導致。 / The use of repair strategies has been pointed out as important characteristics for children to develop mature conversation skills. This thesis aims to investigate how children acquire repair in the interaction with their mothers. Six dyads in three age groups from three to five year olds are investigated. There are three research questions proposed: first, what patterns of repair are used by Mandarin-speaking three-year-old, four-year-old, and five-year-old children? Second, is there a developmental change in children’s repair types, linguistic forms, and pragmatic functions in conversation? Finally, how would mothers’ repair linguistic forms and pragmatic functions change with children’s age? Each repair utterance in the repair sequence of children and their mothers was analyzed in term of: (1) Repair types: SISR, OISR, SIOR, and OIOR (Schegloff, 1992). (2) Linguistic forms: nonverbal, lexical, syntactic, editing term (Ke, 2005), and combination. (3) Pragmatic functions: emphasis, specification, confirmation, elaboration, and floor-holding (Garvey, 1984; Chang, 1998; Wei, 2003). The result showed that younger children contributed relatively higher percentages of OIOR than older children. In contrast, older children contributed relatively higher percentages of SISR than younger children. It appeared that trend of the provision of guidance by mothers may decrease as children’s ability to repair developed with age. Second, it appeared that the influence between the children and the mothers is mutual in the course of interaction. In other words, children’s maturity of repair ability influences how the mothers interact with the children. Moreover, the findings display children’s discrepancy in language development around three years old. It is observed that three-year-old group adopts Lexical of linguistic forms to repair. On the other hand, older children used Syntactic and Editing term of linguistic forms to repair. Finally, the interaction of linguistic forms and pragmatic function displayed that both mothers and the children in all age groups use more Specification than other categories. It appears that in mother-child interaction, both parties tend to apply repair to specify the other’s intention. The result also indicates that older children appear to use repair to display their involvement in the conversation for an even large variety of pragmatic functions.