汉语自闭症儿童与正常发展儿童叙事话语中的多模态指称行为分析

A Multimodal Analysis of Referential Behaviour in Narratives of Chinese Children with ASD and Typically Developing Children

尽管多模态指称行为是社会交际的重要组成部分,但学界对学龄自闭症儿童在这方面的表现所知甚少。本研究以无字绘本为交际任务,以生命角色的指称行为为研究内容,对比自闭症儿童与正常儿童实施这一行为时的言语与手势模态特征以及模态之间的互动关系。分析结果表明,自闭症儿童在引入阶段过度使用了指向手势来强化指称语已明确的故事角色;对续谈中较多发生的指称歧义现象未借助手势模态进行消除,语义补充类型的指称手势较为鲜见。研究表明自闭症儿童在利用手势来促进交际效果方面仍落后于正常儿童。

Despite the significance of multimodal referential behaviour in social communication,little is known about the way in which school-aged children with ASD perform such behaviour.This study examines autistic children s referential ability in terms of linguistic expression and gesture use in spoken narratives.Our analysis of children s narrative production shows that children with autism produce more gesture-speech combinations with deictic gestures when introducing story characters.These gestures are frequently used to identify referents that are also specified in speech;only a few help to clarify initially underspecified referents and supplementary gestures are rare and almost absent in children with autism.Findings suggest that children with ASD do not make use of the facilitating communicative effects of gesture in the same way as typically developing children.