Metalinguistic Knowledge of Pragmatic Rules in School-Age Children
Metalinguistic Knowledge of Pragmatic Rules in School-Age Children
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学龄儿童语用规则的元语言知识
DOI：
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
C. Chiang
中科院分区：
文献类型：
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作者：
L. Wilkinson;A. Wilkinson;F. Spinelli;C. Chiang
路易斯·切里·威尔金森;亚历克斯·切里·威尔金森;弗朗西斯卡·斯皮内利;蒋志鹏。学龄儿童语用规则的元语言知识。儿童发展，1984年，55，2130-2140。为了研究5-8岁儿童的元语用知识，我们在假设的课堂上通过角色扮演从儿童那里引出请求，并引出对请求的适当性的判断。结果表明，儿童的年龄和类型的请求的几个影响。与年龄较小的儿童相比，年龄较大的儿童更有可能产生各种间接请求，判断请求在特定的课堂情况下是不适当的，并将语用违规作为他们判断的基础。对于年龄较小和较大的儿童来说，要求采取行动的形式都是间接的，而要求提供信息的形式都是直接的。研究结果表明，儿童在入学时就已经具备了一定的元语用知识，但在接受正规教育的最初几年里，这种知识会变得更加丰富。
WILKINSON, LOUISE CHERRY; WILKINSON, ALEX CHERRY; SPINELLI, FRANCESCA; AND CHIANG, CHI PANG. Metalinguistic Knowledge of Pragmatic Rules in School-Age Children. CHILD DEVELOPMENT, 1984, 55, 2130-2140. To study the metapragmatic knowledge of children 5-8 years old, we elicited requests from the children through role playing in hypothetical classrooms, and also elicited judgments of the appropriateness of requests. The results showed several effects for age of child and for type of request. Older in comparison with younger children were more likely to produce a variety of indirect requests, judge requests as inappropriate in particular classroom situations, and refer to pragmatic violations as the basis of their judgments. For younger and older children alike, requests for action took indirect forms, while requests for information took direct forms. The results showed that at the age of entering school, children have some metapragmatic knowledge, but that this knowledge becomes noticeably richer over the first few years of formal schooling.