以中文為母語的兒童承諾概念發展之實證研究

在策略上，受試者傾向做出內容清楚呈現的承諾。

較年長的兒童在表達明確性上較接近成人。

施為動詞（performative verb）「答應」在整體的使用上並不明顯， ... 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (178.128.221.219)您好！臺灣時間：2022/07/0607:06 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 電子全文 紙本論文 論文連結 QRCode 本論文永久網址: 複製永久網址Twitter研究生:王懿研究生(外文):YiWang論文名稱:以中文為母語的兒童承諾概念發展之實證研究論文名稱(外文):ThePragmaticDevelopmentofUnderstandingoftheSpeechActofPromisingamongChinese-SpeakingChildren指導教授:陳純音指導教授(外文):Chun-yinDorisChen學位類別:碩士校院名稱:國立臺灣師範大學系所名稱:英語學系學門:人文學門學類:外國語文學類論文種類:學術論文論文出版年:2011畢業學年度:100語文別:英文論文頁數:113中文關鍵詞:母語習得、言語行為、承諾外文關鍵詞:firstlanguageacquisition、speechact、promise相關次數: 被引用:0點閱:273評分:下載:25書目收藏:1 本研究旨在探討以中文為母語之兒童對承諾的理解，並驗證不同操縱變因（如：被承諾者的社會地位、承諾的結果、承諾者的誠意、承諾的明確性）對兒童承諾概念的影響。

研究方法包含在不同情境下的承諾判斷及承諾表達兩種實驗題型。

研究對象分為五組，每組二十人，由平均年齡為六歲至九歲的兒童與成人共一百位所組成。

研究發現如下：承諾判斷結果顯示，較年長的受試者與控制組皆認為對長輩做的承諾才算數，而較年幼的受試者對承諾的判斷則不會受到被承諾者不同社會地位的影響。

兒童受承諾結果的影響較深，與成人達顯著差異，相較於未實踐的諾言，兒童較認可確實完成的承諾，顯示出在兒童的承諾概念中，承諾的結果與承諾本身是密不可分的。

然而，所有受試者對承諾的判斷並未受到承諾者誠意的影響，顯示無誠意的承諾仍被認為是一個承諾。

此外，所有組別的受試者均較容易認可清楚表達出內容的承諾。

在承諾表達結果中發現，以中文為母語的兒童於六歲左右便可做出承諾。

在策略上，受試者傾向做出內容清楚呈現的承諾。

較年長的兒童在表達明確性上較接近成人。

施為動詞（performativeverb）「答應」在整體的使用上並不明顯，顯然不構成承諾的形成要素。

ThepresentstudyaimstoinvestigatethepragmaticdevelopmentofChinese-speakingchildren‘sunderstandingofthespeechactofpromisingbyexaminingfourfactorswhichaffecttheirpromisejudgmentsandproductionofpromises:thepromisee‘ssocialstatus,theoutcomeofthepromise,thepromiser‘ssincerity,andtheexplicitnessofmakingthepromise.Twocomprehensiontasksandoneproductiontaskwereconductedusingatotalofonehundredsubjects.Thesubjectsweredividedintofivegroupsoftwenty:fourexperimentalgroups(consistingofchildrenaged6to9)andonecontrolgroup(adults).Withregardtothecomprehensiontasks,thestudyfoundthattheoldersubjectsandthecontrolgroupweremorelikelytorecognizeapromisemadetoapromiseeofsuperiorsocialstatusasanactualpromisethanapromisemadetoapromiseeofinferiorsocialstatus.Ontheotherhand,theyoungersubjectsdidnotexhibitsensitivitytothesocialstatusofthepromisee.Inaddition,theyoungersubjectsweremoregreatlyaffectedbytheoutcomeofapromisethantheothergroups,anditwasalsofoundthattheyhadagreaterdifficultydistinguishingwordsfromdeeds;thatistosay,youngerchildrencouldnotdistinguishapromiseasitexistsasaspeechactfromtheactualactionassociatedwiththepromise.However,intermsofwhatrolesincerityplaysinthejudgingofpromises,itwasdiscoveredthatapromiser‘ssincerityhadnoeffectwhatsoeveronthepromisejudgmentofanyoftheparticipants.Thisindicatesthataninsincerepromisewasstillconsideredtobeapromisebyallgroups.Furthermore,apromisemadeexplicitlywithaclearstatementofafutureactwasmorelikelytobeconsideredasaneffectivepromisebyallparticipants.Finally,theresultsoftheproductiontaskrevealedthatChinese-speakingchildrenarereadilycapableofmakingacommitmentbytheageofsix.Thepromisingstrategymostfrequentlyadoptedamongallgroupswastostatethefutureactexplicitly.Theyoungerchildrenparticipatinginthestudyshowedgreaterdifficultyinmakingapromiseasexplicitlyastheolderchildrenandadults.Inallofthegroups,theperformativeverbdaying‗promise‘wasrarelyfoundinourdata.Thisdefinitivelyprovesthatdaying‗promise‘doesnotconstituteasignificantelementofthespeechactofpromising. CHINESEABSTRACT........................................iENGLISHABSTRACT.......................................iiACKNOWLEDGEMENTS.......................................ivTABLEOFCONTENTS.......................................viLISTOFTABLES.........................................ixLISTOFFIGURES........................................xiLISTOFABBREVIATIONS.................................xiiChapterOneIntroduction.................................11.1Motivation.........................................11.2TheoreticalFramework..............................31.3ResearchQuestions.................................51.4SignificanceoftheStudy..........................61.5OrganizationoftheThesis.........................7ChapterTwoLiteratureReview............................82.1Austin‘s(1962)SpeechActTheory.................82.2TheoreticalStudiesofPromise...................112.2.1Searle(1969)..............................112.2.2Mey(1993).................................132.2.3Summary....................................162.3MajorComponentsofPromise......................162.3.1PropositionalContentCondition............172.3.2PreparatoryCondition......................202.3.3SincerityCondition........................232.3.4EssentialCondition........................242.3.5Summary....................................262.4PreviousEmpiricalStudiesofChildren‘sUnderstandingofPromise...............................272.4.1Astington(1988a)..........................272.4.2MaasandAbbeduto(2001)...................292.4.3Maas(2008)................................312.4.4Wang(2009)................................322.4.5Summary....................................342.5SummaryofChapterTwo...........................36ChapterThreeResearchDesignandExpectedFindings.....383.1Subjects.........................................383.2MethodsandMaterials............................393.2.1TheProductionTask........................423.2.2TheFirstComprehensionTask...............443.2.3TheSecondComprehensionTask..............463.3Procedures.......................................483.3.1PilotStudy................................493.3.2FormalStudy................................503.3.3ScoringandStatisticalAnalysis............523.4SummaryofChapterThree.........................54ChapterFourResultsandDiscussion....................554.1EffectsofSocialStatus.........................554.1.1EffectsofSocialStatusonPromiseJudgment....................................554.1.2InteractionbetweenSocialStatusandOtherFactors...........................564.1.3GeneralDiscussiononEffectsofSocialStatus.................................584.2EffectsofOutcome...............................604.2.1EffectsofOutcomeonPromisejudgment.....614.2.2InteractionbetweenOutcomeandOtherFactors.................................624.2.3GeneralDiscussiononEffectsofOutcome...644.3EffectsofSincerity.............................684.3.1EffectsofSincerityonPromiseJudgment...694.3.2InteractionbetweenSincerityandOtherFactors.................................694.3.3GeneralDiscussiononEffectsofSincerity.714.4EffectsofExplicitness..........................734.4.1EffectsofExplicitnessonPromiseJudgment.....................................734.4.2InteractionbetweenExplicitnessandOtherFactors............................744.4.3GeneralDiscussiononEffectsofExplicitness..................................764.5PromisingStrategies.............................784.5.1GeneralUsageofPromisingStrategies......794.5.2EffectsofSocialStatusonPromisingStrategies.................................824.5.3EffectsofthePromiser‘sSincerityonPromisingStrategies................834.5.4GeneralDiscussiononPromisingStrategies.......................................844.6EffectsofAge...................................884.7SummaryofChapterFour..........................93ChapterFiveConclusion................................945.1SummaryoftheMajorFindings....................945.2LimitationsofthePresentStudyandSuggestionsforFurtherResearch.......96Bibliography...........................................97AppendixA:ScenariosUsedintheComprehensionandProductionTasks.............102AppendixB:ConsentForm..............................113 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 電子全文  國圖紙本論文 連結至畢業學校之論文網頁點我開啟連結註:此連結為研究生畢業學校所提供，不一定有電子全文可供下載，若連結有誤，請點選上方之〝勘誤回報〞功能，我們會盡快修正，謝謝！ 推文 網路書籤 推薦 評分 引用網址 轉寄                                                                                                                                                                                                                    top 相關論文 相關期刊 熱門點閱論文 1. 以中文為母語的兒童習得道歉語之實證研究   無相關期刊   1. 以中文為母語的兒童習得道歉語之實證研究 2. 以中文為母語的兒童讚美語回應發展之研究 3. 大學老師規勸語言行為策略分析研究:從言語行為角度分析 4. 以客語為母語的兒童習得被動式之實證研究 5. 中文被動句裡語言特性之第一語言習得 6. 以華語為母語的孩童對請求策略的理解與使用 7. 中英文對於請求策略的言語行為之雙向研究 8. 中文否定詞「不」與「沒」之第一語言習得 9. 第一語言習得中華語文情態助動詞「會」之研究 10. 以中文為母語的兒童頻率副詞詮釋之實證研究 11. 華語「臭」字相關慣用語與成語之第一語言習得 12. 臺灣高中生英語忠告語言行為之發展研究 13. 漢字習得和閱讀發展：部件覺識的角色 14. 臺灣網路語言使用行為研究--以社群網絡臉書為例 15. 中文「老」字之第一語言習得研究     簡易查詢 | 進階查詢 | 熱門排行 | 我的研究室