Effect of style-switching on social formation of children's congnition and relation with others

风格转换对儿童认知及人际关系社会形成的影响

• 批准号: 07610116
• 负责人: TAJIMA Nobumoto
• 金额: $ 1.34万
• 依托单位: Tokyo University of Foreign Studies
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1995
• 资助国家: 日本
• 起止时间: 1995 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07610116/
• 关键词: style-switching; dialogicality; ventriloquation; social language; social interaction; customarily used expressions; 実験観察; ことばの使いわけ(コード・スウィチング); 社会的構成; 腹話性; ナラティヴ; 状況性; ていねい体; 普通体

In this study, 6 groups of 5-6 fouth graders each with their home room teacher were observed during discussion on everyday matter, such as 'sweeping at school'. And in addition, they all were asked to fill out questionare on naturality of speech-style-switching.In observation, all groups were devided into 3 different sessions two each, according to speech-style required to the teacher, namely, Control Session, Formal (Careful Usage) Session, and Informal (Relaxd or Uninhibited Usage) Session. Comparison among these 3 different sessions shows : In Control Session, the teacher used formal style when he proposed the task, when he tried to lead the session to a consensus. He used informal style, on the other hand, when he tried to let children give out their opinions freely. Children also switched their speech style along with that of the teachers's. In Formal Session, the discussion proceeded like a conference with the teacher as a chair. Children gave out rather small numbers of spontaneous opinions, and mostly used formal style. Informal Session proceeded with a lot of spontaneous opinions by children in mostly informal style, which led frequently to comments of others. The session was lively but not so much organaized.Result of the questionare shows that children are so sensitive with style-switching that they regulate their own speech-style, and that they borrow and use customarily used expressions (ventriloquation of social language) according to the situational demand. In all, this study suggests that children are sensitive with speech-style-switching in social interaction, where they share demands and meaning of the situation through dialogue/ventriloquation with others/themselves (dialogicality) mediated by social language. That is, social formation of congnition and relation with others is revealed.

本研究以六组五至六位国小四年级学生为研究对象，观察他们与老师讨论“在学校扫地”等日常生活问题的情形。在观察中，根据教师对学生言语风格的要求，将学生分为控制会话、正式会话（谨慎使用）和非正式会话（放松或随意使用）三个阶段，每组两个。通过对这三个阶段的比较发现：在控制阶段，教师在提出任务时，在引导学生达成共识时，使用了正式的风格。另一方面，当他试图让孩子们自由发表意见时，他使用了非正式的风格。孩子们也沿着老师改变了他们的说话风格。在正式会议上，讨论像一个会议一样进行，老师担任主席。孩子们给出了相当少的自发意见，大多数使用正式的风格。非正式会议进行了许多自发的意见，大多是非正式的风格，这往往导致其他人的评论。问卷调查结果表明，儿童对语体转换非常敏感，他们能够调节自己的言语风格，并根据情景需要借用和使用惯用的表达方式（社会语言中的腹语）。总之，本研究表明，儿童是敏感的言语风格转换在社会交往中，他们分享的需求和意义的情况下，通过对话/腹语与他人/自己（对话性）介导的社会语言。也就是说，认知和与他人关系的社会形态被揭示出来。

项目成果

Yamazaki,K.,Tajima,N.,& Uemura,K.: "Development of Self-Regulation through Dialogue : Self-Assertion through Self-Inhibition" Annual Report of Research and Clinical Center for Child Development. (印刷中).

Yamazaki, K.、Tajima, N. 和 Uemura, K.：“通过对话发展自我调节：通过自我抑制自我主张”儿童发展研究和临床中心年度报告（正在出版）。

Yamazaki, K., Tajima, N., & Uemura, K.: "Development of Self-Regulation through Dialogue : Self-Assertion through Self-Inhibition" Annual Report of Research and Clinical Center for Child Development. (in press).

山崎，K.，田岛，N.，