本研究旨在探討國小三年級學童男生與女生在與不同性別同儕對話時的說話風格。學童的語言發展及說話風格深受家庭、學校同儕、大眾傳播媒體以及文化環境等社會因素所影響，因此其說話風格即可反映出說話者在群體中所扮演的角色及互動情形。
　　研究的對象為男女各半總共三十位的國小三年級學童，兩人一組互相對話，對話者的性別配對分為三種，其一為男生組(男生與男生)，其二為女生組(女生與女生)，另外一種則為男女混合組。他們在五分鐘的時間內要討論下一學期戶外教學的細節。研究者錄下每位受試者完整的對話內容，然後逐字轉寫下來，再依照各變異項作統計。之後以ANOVA做三組配對的顯著差異分析，最後再以HSD找出有差異的配對為何。
　　研究結果可以由六各方面來討論：
一、以談話量而言，女生組的總說話量字數多於男生組，達顯著差異；另外，女生組及男女混合組在每次發言平均字數(MLT)上多於男生組亦有明顯差異。
二、在打斷發言及同時發言方面，女生組對話中發生的次數多於男生組，達顯著差異。
三、在人稱代名詞的使用上，“我們”是最常被使用的，而且在三組中，女生組最常使用“我們”；反之，“你”被使用到的頻率是最低的，但三組間在這些人稱代名詞的使用上，並未呈現任何顯著差異。
四、在提問問題的總次數方面，三組間並無明顯差異。而以問題的功能而言，尋求資訊及答案者為最多。
五、在回應方面，三組中對同意對方意見的次數相差不大；而在不同意對方意見時，三種配對的受試者都能委婉或客氣的表示不同看法，而較少使用強烈或直接的反對語句。
六、三組間對於使用加重指令的次數並未有顯著差異。但是，在緩和指令的使用上，女生組相較於男生組在對話時明顯使用較多，達顯著差異。

　The purpose of the study aims to investigate the differences in conversational styles used by third graders among the three different pair types. The use of language in the conversation reflects the cultural and social background of the speakers. Moreover, the conversational styles reveal not only the identity of the speakers but also the relationships of the speakers in their speech community.
　There were 30 subjects, 15 boys and 15 girls, in the study. They were paired in 15 dyads, which consisted of five boy-boy dyads, five girl-girl dyads and five boy-girl dyads. All subjects were asked to discuss a topic for five minutes. Their speech was tape-recorded and then analyzed and compared by ANOVA and HSD. The results of the study are as follows.
1. The girls in the same-sex dyads and the subjects in the mixed-sex dyads were more productive in the amount of words and MLT than the boys in the same-sex dyads.
2. In total simultaneous speech, the girls talking to the same sex tended to interrupt the flow of speech more frequently. However, this tendency was considerably decreased when the girls and the boys talked in the mixed-sex dyads.
3. The most frequently used personal pronoun was “we”. The girls in the same-sex dyads retained a strong peer group notion.
4. In the total number of questions raised by the three pair types, the third grade girls and boys in the same-sex dyads did not show significant differences. Nevertheless, the girls in the mixed-sex dyads seemed to ask more questions than the boys in the mixed-sex dyads.
5. There was no statistical difference in agreement responses, bald disagreement and modified disagreement across the three pair types. However, all subjects tended to use indirect disagreement rather than straight denial.
6. The girls in the same-sex dyads used more mitigated directives than the boys did in the same-sex dyads.

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