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Freed, A.F. and Ehrlich, S. (2010) Why do you ask? The function of questions in institutional discourse. Oxford University Press, New York.


  • 标题: 亲子阅读中成幼问答式会话序列组织结构分析Structural Analysis of Sequence Organization of Adult-Child Question-Answer Conversations during Shared Story Reading

    作者: 王俊卿

    关键字: 故事阅读, 成幼会话, 问答序列, 扩展结构, 言语交际策略Story Reading, Adult-Child Conversation, Question-Answer Sequence, Expansion Structure, Interaction Strategy

    期刊名称: 《Advances in Education》, Vol.5 No.5, 2015-09-22

    摘要: 2岁至4岁幼儿与成人故事阅读片段的会话分析研究表明,2岁左右幼儿有时还不能真正理解并对提问作出应答,与成人会话主要是简单的短相邻对结构;3岁左右幼儿基本具备问答序列组织模式,能应用一定的言语交际策略对会话参与者提出的问题和要求作出应答,常直接使用他启修正体现自发的、本能的角色对等性要求和自我定位意识,因而,会话中出现较多的扩展结构;4岁左右的幼儿具备完善的问答序列组织模式,理解和表述更具逻辑条理性,故事阅读的会话序列中常出现非最小后扩展。可见,根据幼儿言语交际技能的变化,成人要相应的调整会话策略,以促进幼儿言语交际和社会化功能的发展。 The analysis of adult-child conversation during story-reading indicated that a child, between 2 and 3 years, could learn the question-answer sequences, and preferred simple and small adjacency pairs. It was not until the fourth year that recognition of being accountable for a meaningful answer became evident. More interaction tragedies would be used in conversation by 3-year-old children, such as inter-expansion and direct other-repair in appropriate response to the adult’s request, which meant awareness of self-position and social asymmetry. According to context and non-minimal post-expansion, advanced answers were noted in a 4-year-olde child’s story-reading discourse. Concluding comments suggested that more competent talking patterns should be formulated to promote the development of children’s conversation skills.