本篇論文主要在探討漢語親子假裝遊戲 (pretend play) 中的後設溝通(metacommunication)，研究問題如下：1. 不同年齡的幼兒使用哪些後設溝通策略(metacommunicative strategies) 來架構其假裝遊戲？2. 在幼兒所使用的策略中有哪些語言表徵 (linguistic features)？3. 不同年齡的幼童使用後設溝通策略時是否會有發展上的差異？研究結果發現不同年齡的幼兒後設溝通策略的運用的確呈現發展上的差異，年齡較大的孩童在運用後設溝通策略架構假裝遊戲的技巧比年齡較小的孩童來的熟練與複雜，而這些策略運用上的不同則可能是因為語言及認知發展上的差異導致而成 ◦ / This thesis aims to investigate how children with different age initiate, maintain, and terminate pretend play through metacommunication. There are three research questions proposed: first, what metacommunicative strategies are used to organize children’s pretend play? Second, what are the linguistic features of these metacommunicative statements? Finally, does children’s use of metacommunication display a developmental trend? Participants included in the present study are two Mandarin-speaking children. Both are female. One aged two years and nine months old and the other is four years and five months old. Analytic framework adopted in this thesis is mainly derived from Giffin’s model. Giffin (1990) advanced a framework comprising seven metacommunicative strategies: enactment, ulterior conversation, underscoring, storytelling, prompting, implicit pretend structuring, and overt proposals to pretend. Results indicate that there are six metacommunicative strategies adopted by children during pretend play: enactment, ulterior conversation, underscoring, prompting, implicit pretend structuring, and overt proposals to pretend. Both children show a strong bias in favor of within-frame metacommunication during pretend play. In addition, there are linguistic features observed in these metacommunicative strategies. These linguistic features display children’s discrepancies in language development before and after three years old. Besides, how children with different age organize their pretend play through metacommunication is quite different. It has been observed that a four-year-old adopts ulterior conversation and overt proposals to pretend to initiate pretend play. On the other hand, a two-year-old child uses ulterior conversation and implicit pretend structuring as her play initiation strategies. As for play maintaining, older children develop various sub-plots or recapitulate the action format in order to sustain their play. Unlike older children, younger children’s ability to maintain pretend play is limited. However, it is observed that children as young as two years old are able to re-introduce the play theme into the dialogue after play partner’s interruption or digression. Furthermore, a four-year-old gives some concluding statements to end her pretend play while a two-year-old does not. As a result, the overall organization of older children’s pretend play is more complete than younger children’s. Our findings reveal the developmental trend of children’s use of metacommunication in pretend play and this developmental trend is closely related to children’s language and cognitive development.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0925550022 |
| Creators | 邱康雯, Qiu, Kang Wen |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 英文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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