发展语用学视域下学龄前儿童叙事能力发展研究

On the narrative ability development of preschool children from the perspective of developmental pragmatics

发展语用学从知识、语言、行为层面为剖析儿童如何获得语用能力提供一种新的视角。其中,叙事能力是儿童语用能力向纵深发展的力证。从言语行为理论角度来看,儿童语用发展阶段是取效行为阶段。本研究选取216名正常发育儿童作为研究对象,采用卡方独立检验和对应分析法分析不同年龄段儿童在不同的叙事维度中使用知识、语言、行为及其交互关系的情况,并从取效行为角度验证儿童叙事能力的发展。研究发现,随着年龄的增长,儿童使用语用指标完成叙事任务的数量显著增长且所使用的语用指标更显灵活。本研究旨在将儿童和受话人通过叙事过程中的信息反馈、互动过程和完成社会交际的效果作为评价儿童语用发展能力的标准之一,也为系统揭示儿童语用发展状况提供了客观依据。

Developmental pragmatics provides a perspective on how children acquire pragmatic abilities from the aspects of knowledge,utterance and act.Among them,narrative ability is a strong evidence of the in-depth development of children's pragmatic ability.In fact,children's pragmatic development phase is the perlocutionary phase.In this study,216 normally developing children are selected as subjects.Chi-square independence test and correspondence analysis are used to analyze the use of knowledge,utterance,act and its interactive relationship among children of different ages in different narrative dimen-sions.Furthermore,the development of children's narrative ability is verified from the perspective of perlocutionary act.The results show that with the growth of age,the number of pragmatic indicators used by children to complete narrative tasks in-crease significantly and the pragmatic indicators used are more flexible.The purpose of the study is to take the interactive process of information feedback and the effect of social communication between children and hearers in the narrative process as one of the criteria for evaluating children's pragmatic development ability,and to provide an objective basis for systematically revealing children's pragmatic development.