低收入家庭親子共讀對話分析：話語內容與互動類型

Mother-Child Book-Reading Interactions in Low-Income Families

本研究目的在觀察台北市十六個低收入家庭幼兒與母親在共讀圖書時的對話內容和互動類型。幼兒平均年齡為3歲5個月，男女各8人。研究者至幼兒家中訪談，請母親與幼兒共讀《好餓的毛毛蟲》一書，共讀歷程皆錄音錄影，並採用「兒童語料交換系統」的代碼進行轉譯和編碼。編碼系統以區分談話目的和談話內容為主。談話目地又區分為要求，給予，和回饋三大類，談話內容則分為即時即地話語（例如命名，位置，屬性等）和非即時即地話語（例如推論，預測，連結等）兩大類。研究結果發現在親子共讀時多由母親主導，大部分母親以給予和要求幼兒提供故事內容為主，而且談話內容以書中可見的即時即地話語為多。本研究也發現低收入家庭之間的親子共讀方式有數種類型，並非完全一致。本研究結果將有助於瞭解低收入家庭幼兒語文能力的發展與母親的對話方式，並可與國內外相關研究作比較。本文研究限制與對未來研究的建議，將在文中討論。

This study examined ＂mother-and-child talk＂ during joint book-reading interactions in low-income families. Sixteen children， 8 girls and 8 boys， and their mothers， all living in Taipei， participated this study. The mean age of the children was 3; 5. The subjects were visited at home， where the mothers were asked to read a Chinese-language book entitled ＂The Very Hungry Caterpillar＂ to their children. The entire mother-child interaction was audio- and video-taped and transcribed using the code of the Child Language Exchange System. Maternal and children's utterances were analyzed for both function (i.e.， request， provision， feedback) and content (i.e.， immediate and non-immediate talk). Results of this study showed that request for and provision of information occurred most frequently in maternal talk， and that the conversations between the mother and her child were mainly focused on immediate information， such as the labeling， location and attributes of characters in the book， etc. Variation of interaction types across families was also observed in this study. The limitations of this study and its implications for preschool education were discussed， and suggestions for future studies were made.