臺灣博碩士論文加值系統

本研究主要是探討兒童敘事評論能力之發展情況，我們將看到兒童何時發展敘事評論能力，又如何學習敘述一個完整並有趣的故事；進而將指出認知發展和家庭社會的影響，與兒童敘事評論能力發展的密切關係。
四十位參與對象皆是隨機取樣於台北地區的兒童，依據年齡差異，分為四個組別：（一）三至四歲、（二）五至六歲、（三）七至八歲、（四）九至十三歲。語料來自於這些兒童敘述四個未附文字的圖卡故事，所有語料皆被錄音並轉寫成文字，並以卡方檢定（Chi-squire）的統計法來分析敘事評論能力之發展。研究結果顯示如下：
(1) 年齡的增長，影響敘事評論能力極為顯著，七至十三歲的兒童比三到六歲的兒童使用較多的評論。
(2) 兒童的敘事長度及複雜度，在三至七歲中增加；八歲至十三歲兒童的敘事長度未有明顯增加，但敘事結構較年幼的兒童完整。
(3) 隨著年齡越大，敘事評論的品質越佳，越能突顯故事的主旨。
透過本研究的探討，使我們對於兒童敘事評論能力的發展有更進一步的了解。除了兒童語言能力的增長外，更重要的是家庭環境及兒童個人的社交經驗皆會影響兒童語言表達能力的發展。

The aim of the present study is to investigate Taiwanese children’s narrative competence in providing evaluative comments to make a good story. It will examine when and how younger children acquire the ability to make good use of evaluative devices and to combine with sequential events to produce an understandable narrative as adults do.
Forty children ranged from age 3 to 12 were randomly selected from several institutions in Taipei area. They were divided into four groups: (1) Group 1 aged from 3 to 4, (2) Group 2 aged from 5 to 6, (3) Group 3 aged from 7 to 8, and (4) Group 4 aged from 9 to 13. A series of wordless picture cards were used as the materials to collect data. All data were recorded and transcribed for analysis. Chi-squire test was applied to test the evaluatives. The results are summarized as follows:
(1) Age plays an important role in the children’s acquisition of making evaluatives in narration. Children aged from 7 to 13 use a larger number of different evaluative types than younger kids from 3 to 6.
(2) Both of the story complexity and story length increase from 3-4 to 7-8 year-olds. Also, stories are more complete in the 10- to 11- year-olds, but story length does not increase from 7-8 to 9-13.
(3) Older children do not produce longer stories, but they provide more information relevant to the plot.
The results of the study enable us to have a better understanding that in order to acquire narrative abilities in evaluating, not only do children learn the language skills needed to form coherent narratives, but they also acquire cognitive maturity and social appropriateness.

English Abstract…………………………………………………………..i
Table of Contents…………………………………………………………ii
List of Figures…………………………………………………………….v
List of Tables……………………………………………………………vii
Chapter One: Introduction
1.1 Rationale…………………………………………….......1
1.2 Objectives……………………………………………………3
1.3 Hypothesis…………………………………………........4
1.4 Significance…………………………………….………….5
1.5 Methodology………………………………………………….5
1.5.1 Subjects……………………..………………………………5
1.5.2 Material………………………………………..……….….6
1.5.3 Procedure………………………………………...………..7
1.5.4 Data Analysis…………………………………….………..7
1.6 The Organization of the Thesis…………………….…8
Chapter Two: Review of Literature
2.1 Definitions of narrative and evaluatives……………….…10
2.2 Evaluative Types…………………..……………………..……13
2.2.1 Labov……………………………….....…………………..…13
2.2.2 Miller & Sperry…………………....………………………..14
2.2.3 Peterson & McCabe…………………....…………………...15
2.2.4 Bamberg & Damrad-Frye……………....……………..……15
2.2.5 Chin…………………………………….....…………………16
2.2.6 Chang………………………………………………......….…17
2.3 Children’s Cognitive Development………………………………18
2.4 Children’s Social Development………………………..…..…20
Chapter Three: Theoretical Framework
3.1 Introduction…………………………………………………….…21
3.2 External Evaluation…………………………………………….…22
3.2.1 Background Information………………………………….…22
3.2.2 Quoted Speech…………………………………………….…25
3.3 Internal Evaluation………………………………………………..26
3.3.1 Frames of mind……………………………………………..26
3.3.2 Causal connectors………………………………………...…27
3.3.3 Potentials……………………………………………………27
3.3.4 Enrichment expressions…………………………………….28
3.3.5 Paralinguistic and kinesic features…………………….30
Chapter Four: Results
4.1 Introduction……………………………………………………….32
4.2 Results of Diverse Evaluative Types………………………...32
4.2.1 External Evaluation…………………………………….….34
4.2.2 Internal Evaluation.………………………………………..37
4.2.2.1 Frames of Mind ………………………………………38
4.2.2.2 Syntactic Level of Evaluation……………….………..43
4.2.2.2.1 Causal Connectors…………………………44
4.2.2.2.2 Potentials…………………………………..44
4.2.2.2.3 Enrichment Expressions…………………..46
4.2.2.2.4 Paralinguistic Features……………….50
4.2.2.2.5 Preferences on Syntactic Level among
Four Age Groups…………………..…52
4.3 Summary………………………………………………………….55
Chapter Five: Discussion
5.1 Discussion on External Evaluation…………………………….60
5.1.1 Background Information…………………………….…..…61
5.1.2 Quoted Speech………………………………………….….62
5.2 Discussion on Internal Evaluation …………………………….64
5.2.1 Frames of Mind……………………………………………64
5.2.2 Syntactic Level…………………………………………….68
5.2.2.1 Causal Connectors…………………………………….68
5.2.2.2 Potentials…………………………………………...…70
5.2.2.3 Enrichment Expression…………………………….…72
5.2.2.4 Paralinguistic Features……………………………..…76
Chapter Six: Conclusion
6.1 Conclusion………………………………………………………...78
6.2 Limitations of the Study…………………………………………80
6.3 Suggestions for further study………………………………..81
References……………………………………………………………83
Appendix One………………………………………………………….86
Appendix Two………………………………………………………….95

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