臺灣博碩士論文加值系統

目前發展心理學對幼兒詞彙獲得的研究，有兩大焦點，分別是「互斥規則」與「社會情境線索」兩種取向。本研究從不同年齡的雙語和單語幼兒如何學習詞彙的角度探究「互斥規則」和「社會情境線索」策略的使用情形，並偵測幼兒語句的豐富性。針對上述議題，以台中市四歲和六歲不同組別的學齡前幼兒為對象，進行「圖片命名測驗」、「句子情境測驗」以及「看圖說故事」三個測驗。
實驗一「圖片命名測驗」主要目的是藉著幼兒對互斥規則的使用情形，比較不同年齡與不同語言組別間的差異，結果發現國語優勢組和國英雙語的幼兒皆會使用互斥規則來指涉新詞，且隨著年齡的增加會有更傾向使用互斥規則的現象。實驗二「句子情境測驗」則是透過具有情境脈絡線索的句子，探究幼兒透過線索來幫助自己辨識字義的過程，結果顯示國英雙語組和國語優勢組皆會因情境線索的加入而放棄互斥規則的採用而且在年齡的表現上沒有差異。綜合上述，兩種不同年齡和語言組別的幼兒皆會同時顧及互斥規則和社會情境線索的作法。換言之，不論是雙語或單語幼兒，隨著年齡的增加，他們都會調整詞彙學習的策略來學習新詞。「互斥規則」和「社會情境線索」這兩個詞彙學習策略分別可應用到到詞彙發展的不同層面。「互斥規則」將幼兒的注意力引導至成人所指涉的物品上，「社會情境線索」則幫助幼兒瞭解成人的指涉意圖。
實驗三「看圖說故事」利用平均說話長度，探討口語表達詞彙的豐富性。結果顯示，隨著年齡的增加，其平均說話長度也會增加，四到六歲的幼兒在詞類的掌握也從具體的實詞擴展到掌握成抽象性、概括性較高的虛詞。再進一步深入分析幼兒詞性的使用時，發現四歲國英雙語組的幼兒對虛詞的掌握比四歲國語優勢組好；六歲國英雙語組的幼兒在虛詞的掌握反倒比比國語優勢組來得差。

In this study, we set three experiments on detecting Mandarin-English bilingual children and monolingual children’s use of word-learning strategies and mean length of utterances. In these experiments, we use 4-year-old and 6-year-old Mandarin-English bilingual and Mandarin monolinguals children to discuss these experiments. In the first experiment, we focus on the mutual exclusivity constraint across children’s word-learning and compare the different performance between two groups of children. We found that both monolinguals and bilingual children would choose the referent objects correctly when different language inputs and 6-year-old children tendency stronger to use the mutual exclusivity constraint than 4-year-old children. In the second experiment, we add social context in a sentence to investigate whether influence inference of the word-meaning in monolinguals and bilingual or not. We found that both monolinguals and bilingual children would choose the referent objects correctly when they encountered stronger referential intention. These results show that Mandarin-English bilingual and Mandarin monolinguals children would adopt both the mutual exclusivity constraint and social-pragmatic cues to interpret the meanings of new words. In the final experiment, we show picture to children and to detecting children’s mean length of utterances. Results indicate that performance of speech productivity in 6-year-old children are better then 4-year-old and 4-year-old Mandarin-English bilingual children’s MLU are better than 4-year-old Mandarin children’s, but 6-year-old Mandarin children’s MLU are better than 6-year-old Mandarin-English bilingual children''s.

目 錄
第一章 緒論
第一節 研究動機------------------------------------------------------------1
第二節 研究目的與待答問題---------------------------------------------4
第三節 名詞釋義------------------------------------------------------------5

第二章 文獻探討
第一節 幼兒早期語言的發展---------------------------------------------7
第二節 幼兒學習詞彙的相關理論--------------------------------------12
第三節 雙語幼兒詞彙獲得的相關研究--------------------------------19

第三章 研究對象
第一節 研究參加者--------------------------------------------------------27
第二節 樣本篩選工具-----------------------------------------------------27
第三節 樣本篩選流程-----------------------------------------------------29
第四節 樣本篩結果--------------------------------------------------------30
第四章 實驗一：圖片命名測驗
第一節 實驗方法-----------------------------------------------------------32
第二節 實驗結果-----------------------------------------------------------34
第三節 討論-----------------------------------------------------------------40
第五章 實驗二：句子情境測驗
第一節 實驗方法-----------------------------------------------------------43
第二節 實驗結果-----------------------------------------------------------45
第三節 討論-----------------------------------------------------------------51

第六章 實驗三：看圖說故事
第一節 實驗方法-----------------------------------------------------------54
第二節 實驗結果-----------------------------------------------------------57
第三節 討論-----------------------------------------------------------------69
第七章 綜合討論
第一節 主要結果回顧-----------------------------------------------------72
第二節 研究問題討論-----------------------------------------------------73
第三節 結論與建議--------------------------------------------------------75
參考文獻
中文文獻-----------------------------------------------------------------------77
英文文獻-----------------------------------------------------------------------79
附錄
附錄一 學前幼兒的語言學習經驗調查問卷--------------------------84
附錄二 自編簡易英語測驗-----------------------------------------------86
附錄三 圖片命名測驗記錄表--------------------------------------------87
附錄四 圖片實物測驗記錄表--------------------------------------------88
附錄五 句子情境測驗記錄表--------------------------------------------89
附錄六 「簡易英語測驗」四組幼兒成績--------------------------------92
附錄七 說故事逐字稿-----------------------------------------------------94

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