語用論的アプローチによる学習障害児の言語指導にかんする研究

学习障碍儿童语言教学的实用主义研究

• 批准号: 06808023
• 负责人: 大井 学
• 金额: $ 1.22万
• 依托单位: Kanazawa University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 无数据
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-06808023/
• 关键词: 学習障害; 会話; 語用論; 言語障害; 言語指導; 母親

研究は2部に分かれる。第1に、言語性LD児と母親との会話と、健常児と母親との会話を、会話の均衡、母親発話の意味的随伴性及び談話機能について群間比較した。第2に、言語性LD児と大学生の会話について2要因乱塊法による実験を行い、相互作用アプローチの技法が子供と大学生の各種コミュニケーション・パラメタに与える影響を検討した。研究.1の対象は、平均年齢5歳6ヶ月の言語性LD児と母親7組、それにPLAとMLUでマッチした平均年齢3歳9ヶ月の健常児と母親7組である。各組5分間のサンプルの分析の結果、LD児群の母親の方が対子供MLU比が大きかった。随伴性には群差がなくLD児の母親が話題継続の頻度が多かった。結束行為の頻度に群差はなく、意味行為の頻度はLD児の母親が多かった。年長就学前LD児では母親との会話の不均衡はターン数など会話過程の粗大な要素よりも、発話の長さのずれに現れ、発話間の関連の問題は随伴性よりも意味-結束次元に現れた。研究.2の対象は、平均年齢4歳11ヶ月の言語性LD児5名と大学生10名である。大学生5名(実験群)は1回目の遊びの後に、発話の量、待ち時間、話題に沿う発話、発話の長さに関する教示を受けて2回目の遊びに臨んだ。別の5名(統制群)は教示無しに2回目に臨んだ。各被験児に実験群学生1名と統制群学生1名を割り当てた。大学生の開始率の対子供比、MLUに交互作用が見られ、実験群での減少と統制群での増大という結果であった。随伴率には交互作用が無かった。結束率に交互作用があり、実験群での増大が確認された。相互作用アプローチの技法は、年長就学前LD児と大人との会話における均衡の維持と結束構造の拡大に寄与しうる。

The study consists of two parts. The first part is the comparison between groups, which is the function of speech and mother's conversation, health and mother's conversation, conversation balance, mother's meaning and conversation. Second, the language of LD and college students in the conversation between the two important because of the chaos of the law, the implementation of the line, the interaction between the two techniques for college students to provide a variety of information, information and information. The study showed that the average age of children was 5 years and 6 months, and the average age of children was 3 years and 9 months. The results of analysis of the five components in each group showed that the ratio of MLU to LD was significantly higher than that of LD. The frequency of the topic is different from that of the mother. The frequency of ending behavior is different, and the frequency of meaning behavior is different from that of mother. The imbalance of the conversation between the mother and the child before the age, the coarse elements of the conversation process, the long occurrence of the conversation, the problems of the relationship between the conversations, the accompanying characteristics, the meaning of the end dimension, the occurrence of the conversation, the conversation, the occurrence of the conversation, the conversation, the occurrence of the conversation, the conversation, the occurrence of the conversation, the conversation The study included 2 pairs of subjects, average age 4 years and 11 months, verbal LD 5 students and 10 college students. Five college students (group) received instruction on the following topics: 1. the duration of the tour, 2. the amount of the conversation, 3. the waiting time, 3. the duration of the conversation, and 3. the duration of the conversation. 5 other names (control group) are not shown in 2 chapters. 1 student in each control group The interaction between the starting rate of college students and the ratio of child supply and MLU was observed, and the decrease of control group and the increase of control group were found There is no interaction with the rate. End rate interactions are identified by increasing the number of interactions. Interaction between techniques, age, pre-school LD, adult conversation, equilibrium maintenance, end structure, large and small