原住民幼兒與非原住民幼兒想像敘說之敘說評論研究

Abstract

本論文旨在瞭解不同性別之原住民與非原住民幼兒在不同想像敘說類型的評論使用類別之差異情形。以20位五歲原住民幼兒與20位五歲非原住民幼兒為研究對象。本研究以個別訪談法蒐集兩則想像敘說，包含卡通故事和無字圖畫書重述各一則，訪談過程予以錄音，並以兒童語料交換系統(Child Language Exchange System, CHILDES)進行轉譯分析，接著以Peterson與McCabe (1983)的評論編碼系統為基礎，依照蒐集來的敘說樣本內容做調整，進而發展出14種評論類別，進行編碼。最後以描述統計、卡方檢定、無母數統計考驗進行資料分析。研究結果如下： 一、 卡通故事重述方面（一）女幼兒較常使用「生理」、「引述」之評論類別；（二）原住民幼兒較常使用「感知」、「重複」，非原住民較常使用「意圖」、「引述」、「不需要的語詞」、「強調」之評論類別；（三）原住民男幼兒較常使用「重複」之評論類別，非原住民女幼兒較常使用「意圖」、「引述」、「強調」之評論類別。 二、 無字圖畫書方面（一）女幼兒較常使用「因果」之評論類別；（二）非原住民較常使用「生理」、「引述」、「擬聲詞」之評論類別；（三）原住民男幼兒較常使用「重複」之評論類別，非原住民女幼兒較常使用「因果」、「引述」、「擬聲詞」之評論類別。 最後針對以上結果對學校教師和未來研究提出建議。This study aimed to understand how five-year-old aboriginal and non-aboriginal children of different genders used narrative evaluations in narrating two types of fictional narratives: cartoon story and wordless picture book retelling. Participants included 20 aboriginal children and 20 non-aboriginal children with similar parents’educational levels and household monthly income. Interviews were conducted individually and audio-recorded. Transcripts were transcribed verbatim according to the rules of Child Language Exchange System (CHILDES). 14 codes for analyzing narrative evaluations were adopted Peterson and McCabe(1983) and based on actual data for the present study. The results of the present study were as follows: 1. For cartoon story retelling: (1) female children were more likely to used physiology, speech terms than were male children; (2) Aboriginal children were more likely to used sensory, repetition terms than were non-aboriginal children; Non-aboriginal children were more likely to used intention, speech, gratuitous, intensifier terms than were aboriginal children; (3) Aboriginal male children were more likely to used repetition terms than were other three groups; Non-aboriginal female children were more likely to used intention, speech, intensifier terms than were other three groups. 2. For wordless picture book retelling: (1) female children were more likely to used causal terms than were male children; (2) Non-aboriginal children were more likely to used physiology, speech, onomatopoeia terms than were aboriginal children; (3) Aboriginal male children were more likely to used repetition terms than were other three groups; Non-aboriginal female children were more likely to used causal, speech, onomatopoeia terms than were other three groups.