低收入家庭親子共讀對話分析：話語內容與互動類型

Mother-Child Book-Reading Interactions in Low-Income Families

10.29882/JTNUE.200604.0009

張鑑如(Chien-Ju Chang)；林佳慧(Jia-Hui Lin)

親子共讀 ； 親子互動 ； 低收入家庭 ； 幼兒 ； 語文 ； joint book reading ； mother-child interaction ； low-income family ； preschooler ； literacy

師大學報：教育類

51卷1期（2006 / 04 / 01）

185 - 212

繁體中文

本研究目的在觀察台北市十六個低收入家庭幼兒與母親在共讀圖書時的對話內容和互動類型。幼兒平均年齡為3歲5個月，男女各8人。研究者至幼兒家中訪談，請母親與幼兒共讀《好餓的毛毛蟲》一書，共讀歷程皆錄音錄影，並採用「兒童語料交換系統」的代碼進行轉譯和編碼。編碼系統以區分談話目的和談話內容為主。談話目地又區分為要求，給予，和回饋三大類，談話內容則分為即時即地話語（例如命名，位置，屬性等）和非即時即地話語（例如推論，預測，連結等）兩大類。研究結果發現在親子共讀時多由母親主導，大部分母親以給予和要求幼兒提供故事內容為主，而且談話內容以書中可見的即時即地話語為多。本研究也發現低收入家庭之間的親子共讀方式有數種類型，並非完全一致。本研究結果將有助於瞭解低收入家庭幼兒語文能力的發展與母親的對話方式，並可與國內外相關研究作比較。本文研究限制與對未來研究的建議，將在文中討論。

This study examined ”mother-and-child talk” during joint book-reading interactions in low-income families. Sixteen children, 8 girls and 8 boys, and their mothers, all living in Taipei, participated this study. The mean age of the children was 3; 5. The subjects were visited at home, where the mothers were asked to read a Chinese-language book entitled ”The Very Hungry Caterpillar” to their children. The entire mother-child interaction was audio- and video-taped and transcribed using the code of the Child Language Exchange System. Maternal and children’s utterances were analyzed for both function (i.e., request, provision, feedback) and content (i.e., immediate and non-immediate talk). Results of this study showed that request for and provision of information occurred most frequently in maternal talk, and that the conversations between the mother and her child were mainly focused on immediate information, such as the labeling, location and attributes of characters in the book, etc. Variation of interaction types across families was also observed in this study. The limitations of this study and its implications for preschool education were discussed, and suggestions for future studies were made.

1. 徐庭蘭(2004)。親子共讀對語言發展遲緩幼兒語言理解與口語表達之學習成效。醫護科技學刊，6(4)，349-369。
   連結：
2. 公視新聞網(2004-11-29)
3. Beals, D. D.,De Temple, J. M.,Tabors, P,Snow, C. E.(1991).Paper presented at the Biennial Meeting of the Society for Research in Child Development.WA:Seattle.
4. Beals, D. E.,De Temple, J. M.(1992).Home Contributions to Early Language and Literacy Development.Paper presented at the Annual Meeting of the National Reading Conference,TX:
5. Burns, M. S.,Griffin, P.,Snow, C.(1999).Starting out right: A guide to promoting children`s reading success.DC:National Academy Press.
6. Bus, A. G.,van Ijzendooron, M. H.,Pellegrini, A. D.(1995).Review of Educational Research.
7. Cazdan, C. B.(1998).Classroom discourse: The language of teaching and learning.Portsmouth, NH:Heinemann.
8. Chang, C.(2003).Talking about the past: How do Chinese mothers elicit narratives from their young children across time.Narrative Inquiry,13(1),99-126.
9. Chang, C.(2000).MA,Harvard University.
10. De Temple, J. M.(1994).MA,Cambridge.
11. De Temple, J. M.,D. K. Dickinson(Eds),P. O. Tabors(Eds)(2001).Beginning literacy with language.Baltimore, MA:Paul H. Brookes.
12. De Temple, J. M.,Tabors, P. O.,K. Q. Hinchman(Eds),D. J. Leu(Eds),C. K. Kinzer(Eds)(1995).Perspectives on literacy research and practice, 44th yearbook of the National Reading Conference.Chicago, IL:The National Reading Conference.
13. DeLoache, J. S.,DeMendoza, O. A.(1987).Joint picture book interactions of mothers and 1-year-old children.British Journal of Developmental Psyshology,5,111-123.
14. Dickinson, D. K.,Snow, C. E.(1987).Interrelationships among prereading and oral language skills in kindergartners from two social classes.Early Childhood Research Quarterly,2,1-25.
15. Erbaugh, M. S.,D. I. Slobin(1992).The acquisition of Mandarin.The crosslinguistic study of language acquisition,3,373-455.
16. Feagans, L.,L. Feagans,D. Farran(1982).The language of children reared in poverty.New York:Academic Press.
17. Goldfield, B.,Snow, C. E.,J. Flood(1984).promoting reading comprehension.Newark, DE:International Reading Association.
18. Haden, C. A.,Reese, E.,Fivush, R.(1996).Mothers` extratextual comments during storybook reading: Stylistic differences over time and across texts.discourse Processes,21,135-169.
19. Harkins, D. A.,J. Demick,K. Bursik,R. DiBiase(1993).Parental Development.Hillsdale, NJ:Lawrence Erlbaum Associates.
20. Hart, B.,Risley, T. R.(1995).Meaningful differences in the everyday experience of young American children.Baltimore, ML:Paul H. Brookes.
21. Heath, S. B.,B. Schieffelin,E. Ochs(1991).Language socialization across cultures.Cambridge:Cambridge University Press.
22. Hoff-Ginsberg, E.(1998).Mother-children conversation in different social classes and communicative setting.Child Development,62,782-796.
23. Labov, W.(1972).Language in the inner city: Studies in the black english vernacular.Philadelphia, PA:University of Pennsylvania Press.
24. Lawrence, V.,Shipley, E.(1996).parental speech to middle- and working-class children from two racial groups in three settings.Applied Psycholinguistics,17,233-255.
25. MacWhinney, B.(2000).The CHILDES Project.Hillsdale, NJ:Lawrence Erlbaum.
26. Miller, P. J.,Wiley, A. R.,Fung, H.,Liang, C.(1997).Personal storytelling as a medium of socialization in Chinese and American families.Child Development,68(3),557-568.
27. Minami, M.(1999).Styles of Parent-Child Book-Reading in Japanese Families.
28. Nelson,K.(1981).Individual differences in language development: Implications for development and language.Development Psychology,17,170-187.
29. Ninio, A.(1980).Child Development.
30. Reese, E.,Haden, C. A.,Fivush, R.(1993).Mother-child conversations about the past: Relationships of style and memory over time.Cognitive Development
31. Resnick, M. B.,Roth, J.,Aaron, P. M.,Scott, J.,Wolking, W. D.,Laren, J. J.(1987).Mothers reading to infants: A new observational tool.The Reading Teacher,40,888-895.
32. Scarborough, H. S.,dobrich, W.(1994).On the efficacy of reading to preschoolers.Developmental Review,14,245-302.
33. Senechal, M.(1997).The differential efffect of storybook reading on preschoolers` acquisition of expressive and receptive vocabulary.Journal of Child Language,24,123-138.
34. Senechal, M.,Cornell, E. H.,Broda, L.(1995).Age-related differences in the organization of parent-infant interactions during picture-book reading.Early Childhood Research Quarterly,10,317-337.
35. Sigel, I. E.,L. M. Laosa,I. E. Sigel(1982).Families as leaning environments for children.New York:Plenum.
36. Smolak, L.,Weinraub, M.(1983).Maternal speech: Strategy or response.Journal of child Language,10(2),369-380.
37. Snow, C. E.(1983).Literacy and language: Relationships during the preschool years.Harvard Educational Review,55,922-931.
38. Snow, C. E.(1972).Mother`s speech to language-learning children.Child Development,43,549-565.
39. Snow, C. E.(1991).The Theoretical Basis For Relationships Between Language and Literacy in Development.Journal of Research in Childhood Education,6(1),5-10.
40. Snow, C. E.,Arlman-Rupp, A.,Hassing, Y, Jossten, J.,Vorster, J.(1976).Mothers` speech in three social classes.Journal of Psycholinguistic Research,5,1-20.
41. Snow, C. E.,Dickinson, D. K.,A. Purves,E. Jennings(1991).Literate systems and individual lives: Perspectives on literacy and schooling.Albany, NY:SUNY Press.
42. Snow, C. E.,Ninio, A.,W. H. Teale,E. Sulzby(1986).Emergent literacy: Writing and reading.Norwood, NJ:Ablex.
43. Snow, C. E.,Perlmann, R.,Nathan, D.,K. E. Nelson,A. Van Kleech(1987).Why routines are different: Toward a multiple-factors model of the relation between input and language acquisition.Children`s language,6,65-98.
44. Sorsby, A. J.,Martlew, M.(1991).Representational demands in mothers` talk to preschool children in two contexts: picture book reading and a modeling task.Journal of Child Language,18,373-395.
45. Tabors, P. O.,Roach, K. A.,Snow, C. E.,P. O. Tabors(Eds),D. K. Dickinson(Eds)(2001).Beginning literacy with language.Baltimore, ML:Paul H. Brookes.
46. Tabors, P. O.,Snow, C. E.,Dickinson, D. K.,P. O. Tabors(Eds),D. K. Dickinson(Eds)(2001).Beginning literacy with language.Baltimore, ML:Pual H. Brookes.
47. 包美伶(1989)。台北市，。
48. 吳幼妃(1980)。社經地位，智力，性別及城鄉背景與兒童語言能力關係之研究。教育學刊，2，93-119。
49. 吳培源(1978)。碩士論文(碩士論文)。台北市，國立臺灣師範大學教育研究所碩士論文。
50. 李保玉(1992)。山地與一般地區學前兒童語文學習能力之研究。臺灣省政府教育廳委託報告
51. 李雪莉(2002)。全民閱讀大調查：大人、小孩都不愛看書－台灣的閱讀危機。天下雜誌，263，212-218。
52. 林美秀(1993)。碩士論文(碩士論文)。台北市，國立台灣師範大學特殊教育研究所碩士論文。
53. 金瑞芝(2000)。親子共讀圖書書之曆程：三歲與五歲組比較。台北市立師範學院學報，31，193-208。
54. 唐榮昌(1994)。碩士論文(碩士論文)。台北市，國立臺灣 師範大學特殊教育研究所碩士論文。
55. 張杏如(1991)。幼兒蘭讀現況調查研究。
56. 張鑑如(2002)。推動親子共讀之研究。國民教育，42(5)，43-49。
57. 張鑑如∣章菁(2002)。幼兒敘述能力之發展：多年期研究。九十一學年度師範學院教育學術論文發表會，嘉義縣:
58. 中時電子報
59. 陳淑美(1973)。學齡前兒童家庭社會經濟水準與語言模仿及理解能力之關係。國立臺灣師範大學教育心理學報，6，113-116。
60. 黃菁芳(1994)。碩士論文(碩士論文)。台北市，國立臺灣師範大學家政教育研究所碩士論文。
61. 楊國樞∣楊有為∣蕭育汾∣張春興(1974)。中國兒童行為的發展。台北:寰宇。
62. 鄭明進譯∣艾瑞·卡爾著(1990)。好餓的毛毛蟲|The Very Hungary Caterpillar。台北:上誼。

1. Yeh, Yi-Fen,Chang, Chien-Ju(2009).Teacher-Pupil Talk in a Bilingual Kindergarten English Class.英語教學期刊,33(1),1-36.
2. 蔡宜靜、許秀萍(2016)。對話式閱讀對於弱勢幼兒的語言能力之影響。新竹教育大學教育學報，33(2)，61-93。
3. 陳必卿(2019)。親子共讀研究在認知與語文取向分析的回顧與展望。慈濟大學人文社會科學學刊，23，36-63。
4. 陳冠銘,袁千雯(2022)。以不同形式電子書為媒介的親子共讀閱讀行為研究。教育資料與圖書館學，59(3)，277-310。
5. 黃金蘭,陳孟筳,張硯評,林以正(2020)。親子共讀對新住民孩童心理社會發展困境之緩衝效果。教育心理學報，52(2)，389-414。
6. 黃迺毓、周育如(2010)。親子共讀情緒言談與幼兒情緒理解能力之關係檢視。教育科學研究期刊，55(3)，33-60。
7. 駱明潔,盧姿伶(2021)。中部地區幼兒3C產品使用情形與其語言理解及表達之相關研究。通識教育實踐與研究，29，105-172。
8. 簡碧瑱、涂妙如(2012)。參與親子共讀課程家長的閱讀信念、共讀行為及幼兒語言能力之初探。人類發展與家庭學報，14，83-111。
9. 賴文鳳、呂玫真(2010)。新移民女性子女和一般幼兒的家庭閱讀環境與其語言能力之相關性研究。課程與教學，13(4)，133-157。
10. 廖長彥、陳德懷、施智元、李依倩(2014)。透過塗鴉寫作促進學童的語言與溝通發展：一個實踐應用觀點。數位學習科技期刊，6(1)，61-82。
11. 謝沅芮,邱華慧,朱俏嫣(2019)。使用對話式閱讀對家長親子共讀技巧和感受的影響。幼兒教育年刊，30，25-45。
12. 張鑑如、周育如(2008)。親子共讀對幼兒敘說故事主角心智狀態的影響效果。教育心理學報，40(2)，261-281。
13. (2010)。臺灣幼兒家庭的不同語文環境在共讀實施之差異。教育研究學報，44(2)，31-54。
14. (2019)。新住民家庭母語繪本編輯歷程：以嘉義縣為例。教育研究月刊，297，38-53。
15. (2024)。共讀數學繪本中母親與幼兒數字對話的相關。市北教育學刊，73，109-146。
16. (2024)。建構與驗證影響幼兒語言及社會情緒能力之家庭因素。測驗學刊，71(2)，175-198。