本論文旨在探討國中特教老師的兒語語言特徵之使用頻率和模式。本研究的主要參與者是一位特教老師以及九位身心障礙學生。收集的資料包括從9週觀察收集到的10節課約450分鐘的錄音資料，研究者的觀察記錄，以及和受試教師的面談資料。研究者逐一檢視資料的每個句子（utterance）試圖找出中文兒語語言特徵的存在。在本研究中，兒語語言特徵是定義為音調比較高，發音比較清楚，在言談中比較多重覆，以及比較多句末質詞（sentence final particles）的語言。研究者將收集到的語料，根據內容所傳遞的觀念分成36個主題。結果顯示受試教師頻繁地使用兒語語言特徵。在全部36個主題中，教師使用的兒語語言特徵頻率都超過百分之五十。她使用兒語語言特徵的模式，與學生的心理年齡以及主題呈現的觀念與學生的日常生活密切程度有關。受試教師對心理年齡較小的學生，通常是多重障礙或重度障礙的學生，使用比較多的兒語語言特徵。她也用較多的兒語語言特徵來解釋跟學生生活經驗較不相關的觀念。她的兒語語言特徵主要為上升的語調。對於老師所使用的兒語語言特徵，學生通常會反應以「注意」和「理解」，這兩種反應佔全部反應的百分之七十。受試教師在受訪中承認，她用兒語語言特徵來達到教學目的通常是用來吸引學生注意，以及讓學生能更專注在她的教學內容上。

This study aims to investigate the frequency, pattern, and effect of a special education teacher’s babytalk in the classroom at junior high school. The participants were one special education teacher and nine mentally retarded students. The data included 450-minute audio-recordings of ten classes from a nine-week long observation, the researcher’s field notes, and a semi-structured interview with the special education teacher. The data were examined utterance by utterance to see the occurrence of Chinese babytalk, defined as higher in pitch, clearer in articulation, more repetitions, and more sentence final particles in discourse. The researcher later divided the utterance into thirty-six topics according to the concepts conveyed by the teacher. The result showed that the teacher used babytalk frequently. The frequency of occurrence of babytalk of all the thirty-six topics was over 50%. The way she used babytalk was related to the students’ mental age and the relevancy of topics to students’ daily experience. The teacher used more babytalk to mentally “younger” students, who were usually multi-handicapped or with severe mental retardation. She also used more babytalk to explain concepts less related to students’ daily lives. Her babytalk was characterized by high intonation. With regard to the effect of this babytalk, the students made attentive and comprehensive responses to the teacher’s babytalk, which accounted for 70% of all student responses. The teacher in the interview confirmed that she used babytalk to achieve teaching ends ― to attract the students’ attention and make them more focused on the content of her teaching.

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