4~5岁儿童羞耻感语言社会化过程探析

Language Socialization of Shame Among 4~5-year-old Children

本研究基于语言社会化范式,运用民族志研究方法,考察3名教师与33名4~5岁儿童的日常言语互动,通过深描和分析与儿童羞耻感相关的事件发现,教师与教师、教师与儿童、儿童与儿童之间的言语互动以显性和隐性两种方式促进了儿童羞耻感语言社会化过程。教师以语言为中介,为儿童构建了"身体裸露-社会性别观念-羞耻感"的显性语言社会化路径,儿童在此过程中通过语言把身体裸露与羞耻感相联系,并习得如何运用语言策略来避免羞耻感。教师为儿童构建了两条隐性羞耻感语言社会化路径,一是"语言常规-集体文化-集体身份认同-违反集体文化-割裂集体身份、威胁社交纽带-羞耻感";二是"语言全景敞视-暴露感-羞耻感"。儿童在协助教师构建隐性路径的过程中通过掌握简单的语言逻辑与词汇选择策略,确认羞耻感的道德职能。相比显性路径,隐性路径在儿童羞耻感语言社会化过程中发挥了主要作用。成人在使用显性方式促进儿童羞耻感语言社会化时,应注意语言对儿童心理发展的直接效果与影响;在采用隐性方式促进儿童羞耻感语言社会化时,应注意通过语言调控儿童羞耻感的阈值范围,鼓励儿童主动参与自身羞耻感语言社会化过程,并以促使儿童语言能力与社会知识共同发展为价值导向。

To understand the mechanism of how children acquire the sense of shame, the study examined linguistic routines of 3 teachers and 33 children aged 4~5 by adopting theoretically the language socialization paradigm and methodologically the longitudinal ethnography, and analyzed thickly those shame events of the field work. The results show that the language socialization of shame among children is accomplished by verbal interactions of teachers and children in both explicit and implicit ways,with the implicit way being the main one. Teachers explicitly socialize children by constructing a language-mediated chain : physical nakedness → shame, children link physical nakedness to shame directly and acquire language strategies for avoiding shame. Two implicit language socialization chains teachers construct for children are:(1)linguistic routine→collective culture→collective identification→violating collective culture→isolating from collective identity,threating social bonds→shame;(2)linguistic panopticon → exposure → the ability of anticipating shame. While assisting teachers in constructing the second chain,children acquire simple linguistic logic and skills of lexical choice and confirm the moral function of shame. When doing language socialization of shame explicitly,teachers and caregivers should be cautious about the strong effect of language on the psychological development of children. When doing it implicitly,teachers and caregivers aiming at regulating the threshold of shame should be cautious about its range. This study advocates children actively assisting teachers and caregivers in linguistically socializing children to acquire the sense of shame through language use,such an educational orientation will facilitate the complementary development of communicative competence and socio-cultural knowledge.