权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Topic Continuation in CHildren's Conversation

儿童谈话中的话题延续

基本信息

批准号：
13610160
负责人：
HATANO Etsuko
金额：
$ 2.18万
依托单位：
Shirayuri College (2002-2003)Kawamura Gakuen Woman's University (2001)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

A purpose of this project is to study in natural settings how preschool children keep topic continuation in social-interactive conversational situations. Topic continuation along other pragmatic skills is learned in social-interactive conversation situations. Results show as follows in the report of Grant-in-Aid for Scientific Research(C)(2).1.The development of pragmatic negation in preschooler's conversation.Two aspects were studied (1) development of pragmatic functions across languages. and (2) the relationships between forms and functions. This development pattern seems to parallel the general cognitive development of children. All the forms listed in Table 5 met; the criteria for emergence defined above.Two types of mechanism, with two different temporal relationships between the development of function and the acquisition of form, are suggested by the data.2.Topic continuation in social-interactive situations.This research indicates that children under 2:6 make minimal contributions to topic continuation, and gradually they begin to change the expected propositional content. However, topic performance appears to be dependent on communicative partner. place of conversation, physical materials, and shows how children gain these understandings.3.Gesture and laugh facilitate children's topic continuation in children's conversation.The data mentioned so far confirmed the existence of the close relationship between verbal activity and the speaker's motor activity Gesture as motor activity conveys meaning by mimetically and idiosyncratically through continuously varying forms.Finding should contribute to our understanding for the development of children's pragmatic knowledge about conversation. Findings should also provide knowledge to teachers and parents about; preschoolers' knowledge about conversation. This type of information should help design more appropriate intervention techniques to the school children.

这个项目的目的是研究在自然环境中学龄前儿童如何在社交互动对话情境中保持话题的连续性。话题延续和其他语用技能是在社交互动对话中学习的。研究结果如下：(1)学龄前儿童会话中语用否定的发展。(1)跨语言语用功能的发展。(2)形式与功能的关系。这种发展模式似乎与儿童的一般认知发展是平行的。表5中列出的所有形式都满足上面定义的涌现标准。数据表明，功能发展和形式习得之间存在两种不同的时间关系。2.社交互动情境中的主题延续。本研究表明，2：6以下儿童对话题延续的贡献最小，并逐渐开始改变预期的命题内容。然而，话题表现似乎依赖于交际伙伴。3.在儿童会话中，姿势和笑意促进了儿童话题的继续。到目前为止，这些数据证实了言语活动和说话者的运动动作手势之间存在着密切的关系，因为运动活动通过不断变化的形式以模仿和特殊的方式传达意义。这一发现有助于我们理解儿童关于对话的语用知识。研究结果还应该为老师和家长提供关于学龄前儿童对话知识的知识。这种类型的信息应该有助于为学龄儿童设计更合适的干预技术。