语言学习困难儿童礼貌策略的认知发展特点

The Development of Politeness Strategies by Chinese Primary School Children with Language Learning Difficulties

本文采用交际虚拟故事情境并结合角色表演,考察了小学三年级到六年级语言学习困难儿童礼貌策略的认知发展特点。结果表明:语言学习困难儿童礼貌策略水平在总体发展上显著滞后于一般儿童,但在不同言语行为情境下表现不同。与一般儿童相比,语言学习困难儿童请求策略礼貌认知发展水平显著滞后,但两组儿童应答策略的认知发展不存在显著差异。

Combining communicative scenarios and role-play tasks,this study aims to explore the developmental characteristics of politeness strategies among Chinese primary school children（grades 3-6）.The results indicate that children with language learning difficulties（LLD） were found to be developmentally retarded in the cognition of politeness strategies than those without learning difficulties.However,their developmental trajectory varied with specific type of speech act,and the delay was only manifested in the scenarios involved with request strategies rather than reply strategies.