摘要
学前儿童语言叙事能力的研究在西方各国的儿童语言研究中都占有一席之地,而且也都以前期的基础性研究而进入了实用研究的阶段,广泛应用在学前儿童教育,儿童语言障碍诊断和干预,以及学前师范教育等教育层面的各个环节。在我国目前的儿童语言研究中,实证性的调查研究还处在启蒙阶段,还未见历时的实时话语的语料和分析的结果;而且照搬国外的理论和做法是否适合汉语和东方文化的特点还有待考证。本文就是在国外和港台等研究的基础上针对内陆地区的普通话语境,以收集到的4-6岁的学前儿童叙事语料为研究基础,运用语篇分析理论对学前儿童的语言叙事能力发展的宏观结构做出观察,记录和分析,总结其发展轨迹,展示其发展特点,为儿童语言叙事能力的发展研究奠定基础。
The ability to narrate is fundamental to the development of overall communicative competence and involves the coordination of a variety of knowledge structures and linguistic abilities. Narratives can be taken as an effective measure of children’s language. In study of children’s narrative, its macro-structure not only reveals children’s linguistic ability of constructing sentences into discourse but also manifests their cognitive development, social memories and norms of their cultural environment. Surrounded by story framework which may be culturally specific or universal, children have evolved into a creature with a general cultural framework. Thereof, we can explore the mine of framework in their little heads by observing the structure in their narratives.
关键词
叙事
儿童语言
宏观结构
narrative
children language
macro-structure
