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    题名: 語用因素在幼兒指涉詞選擇中之影響：個別、交互、及累積效果
    The Role of Pragmatic Factors on Young Children’s Referential Choices: The Individual, Interplay, and Cumulative Effects
    作者: 王曉婷
    Wang, Xiao Ting
    贡献者: 黃瓊之
    Huang, Chiung Chih
    王曉婷
    Wang, Xiao Ting
    关键词: 語用因素
    指涉詞選擇
    個別效果
    交互效果
    累積效果
    Pragmatic factors
    Referential choices
    Individual effect
    Interplay effect
    Cumulative effect
    日期: 2016
    上传时间: 2016-08-09 09:50:43 (UTC+8)
    摘要: 前人文獻指出語用因素 (Pragmatic factors)，例如擁有共同注意力在指涉物上、先前提及指涉物，皆會影響幼兒的指涉詞選擇 (如 Huang, 2013; Hughes & Allen, 2013; Matthew, 2006)。然而，較少文獻將重心放在不同的語用因素是否會有不同的影響。本文以實驗方式探討以下四個研究問題：(1) 個別語用因素之效果是否不同；(2) 語用因素彼此交互之效果是否不同；(3) 累積效果是否存在；(4) 幼兒的指涉詞選擇是否有發展趨勢。共同注意力 (Joint Attention)、先前提及 (Prior Mention)、以及環境中無其它潛在指涉物 (Contextual Disambiguation) 為三個實驗中所操弄的語用因素，用以誘導受測者的指涉詞選擇，如名詞、代名詞、省略。三到四歲幼兒、五到六歲幼兒、以及成人為三個受測族群。
    實驗結果發現，個別語用因素之效果顯著不同，可能的原因為言談因素以及環境因素之間的差異所造成 (Hughes & Allen, 2015)。再來，語用因素交互之效果顯著不同，推測的原因為語用因素彼此間聚合和競爭所致 (Hughes & Allen, 2015)。此外，累積之效果顯著地影響幼兒的指涉詞選擇，推斷其效果與門檻理論(Threshold approach; Allen, 2008) 相關。最後，隨著年齡增長，幼兒的指涉詞選擇會逐漸與成人相似，可能的原因為心智理論 (Theory of mind) 的發展成熟度所導致。本論文的研究結果提供了進一步且系統性的證據，說明語用因素在幼兒指涉詞的影響以及幼兒對於語用因素的感知度之發展情形。
    Previous studies (e.g., Huang, 2013; Hughes & Allen, 2013; Matthew, 2006) have shown that pragmatic factors, such as both of the participants having the same focus on the target referent when communicating, had effects on children’s referential choices. However, little attention has been paid to the different effects of the pragmatic factors. Using an experimental design, this thesis aimed to (1) examine whether there were differences between the effects of individual pragmatic factors, (2) investigate whether there were differences between the effects of their interplays, (3) provide additional evidence for the cumulative effect of the pragmatic factors on children’s referential choices, and (4) explore children’s developmental trend of their referential choices. Three pragmatic factors—Joint Attention, Prior Mention, and Contextual Disambiguation—were manipulated to elicit the participants’ referential choices, such as noun forms, pronominal forms, and omissions. The participants in the experiment were comprised of three age groups: 3- to 4-year-old children, 5- to 6-year-old children, and adults.

    The results revealed that the effects of the individual pragmatic factors were significantly different, which might have been caused by differences between the discourse and contextual factors (Hughes & Allen, 2015). In addition, the effects of the interplays between the pragmatic factors were also significantly different, which might have resulted from the converging and competing effects (Serratrice, 2008). Moreover, there was a significant cumulative effect on the children’s referential choices, which appeared to be related to the threshold approach (Allen, 2008). Furthermore, the children’s sensitivities to the different effects of the pragmatic factors gradually became more adult-like with age, which might have been caused by their development of the theory of mind. The findings of this study provide additional and systematic evidence for the effects of the pragmatic factors on young children’s referential choices and the developmental trend of young children’s sensitivities to the effects of the pragmatic factors.
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    Graf, E., and Davies, C. (2014). The production and comprehension of referring expressions. Pragmatic Development in First Language Acquisition, 10, 161.
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    Hughes, M., & Allen, S. (2006). A discourse-pragmatic analysis of subject omission in child English. In Proceedings of the 30th Annual Boston University Conference on Language Development (Vol. 1, pp. 293-304).
    Hughes, M. E., & Allen, S. E. (2013). The effect of individual discourse-pragmatic features on referential choice in child English. Journal of Pragmatics,56, 15-30.
    Hughes, M. E., & Allen, S. E. (2015). The incremental effect of discourse-pragmatic sensitivity on referential choice in the acquisition of a first language. Lingua, 155, 43-61.
    Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. (2006). The effect of perceptual availability and prior discourse on young children`s use of referring expressions. Applied Psycholinguistics, 27(3), 403-422.
    O`Neill, D. K. (2005). Why Language Matters for Theory of Mind. Oxford University.
    Pardis, J., & Navarro, S. (2003). Subject realization and crosslinguistic interference in the bilingual acquisition of spanish and english: What is the role of the input? Journal of Child Language, 30(2), 371-93.
    Salomo, D., Lieven, E., & Tomasello, M. (2013). Children`s ability to answer different types of questions. Journal of Child Language, 40(2), 469-491.
    Serratrice, L., Sorace, A., & Paoli, S. (2004). Crosslinguistic influence at the syntax–pragmatics interface: Subjects and objects in English–Italian bilingual and monolingual acquisition. Bilingualism: Language and Cognition, 7(3), 183-205.
    Serratrice, L. (2008). The role of discourse and perceptual cues in the choice of referential expressions in English preschoolers, school-age children, and adults. Language Learning and Development, 4(4), 309-332.
    Serratrice, L. (2013). The role of number of referents and animacy in children`s use of pronouns. Journal of Pragmatics, 56, 31-42.
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    Skarabela, B. (2007). Signs of early social cognition in children`s syntax: The case of joint attention in argument realization in child Inuktitut. Lingua, 117(11), 1837-1857.
    Skarabela, B., Allen, S. E., & Scott-Phillips, T. C. (2013). Joint attention helps explain why children omit new referents. Journal of Pragmatics, 56, 5-14.
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    描述: 碩士
    國立政治大學
    語言學研究所
    102555003
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G1025550032
    数据类型: thesis
    显示于类别:[語言學研究所] 學位論文

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