在台灣近年來東南亞籍配偶子女的語言發展議題愈來愈受到學者的關注（Cheng, 2004; Hsang, 2004; Wu, 2005; Chang, 2005），然而許多相關研究呈現分歧的結果。有人主張這些學童因為原生家庭提供不利的學習環境，導致學業成績不佳（Wu, 2005; Chang, 2005），也有人認為這些學童無異於台灣籍配偶的子女（Cheng, 2004; Hsang, 2004）。有鑑於敘述能力是兒童語言發展的重要指標，觀察兒童的敘述表現便能提供研究者窺探兒童語言能力的途徑。本研究旨在透過言談分析的方法比較東南亞籍配偶與台灣籍配偶子女在初學齡階段的敘述表現。施測過程包含三個項目：連環圖說故事、自述生活經驗、及空間圖的指示描述。另外因為學童的學業成績與性別皆會影響敘述表現（Coates, 1986; Gi, 2003），所以此兩項因素也被列入討論。研究對象是27位台籍配偶的子女與27位東南亞籍配偶的子女，平均年齡為七歲六個月。語料收集地點分別在台南縣市的關廟、大港及省躬國小。語料的分析兼併質性量化與量化的方式，並經電腦SPSS統計套裝軟體處理，所使用的統計包括描述性統計、獨立樣本平均數差異t考驗、混合模式獨立樣本二因子變異數分析（Two-Way mixed model ANOVA）、獨立樣本單因子變異數分析、及卡方檢定。量化方面包含平均停頓句長（MLPU）及平均語意句長(MLSU)；質性量化方面包含敘事結構（Labov, 1972）、評量用語（Labov, 1972; Chin, 1999; Huang, 2002; Sah, 2006）、敘事模式（Peterson & McCabe, 1983）、及連貫用語（cohesive devices, Halliday & Hassan, 1976）等，研究結果發現如下：

就所有學童的一般表現而言：
1.所有學童於連環圖故事表現無異，相對之下，自述生活經驗便成　為辨別敘述能力的重要指標。
2.相較自述生活經驗的敘事，所有學童皆在連環圖故事表現出較長　且更完整的敘事，並使用較多的評量用語與比較詞以及更多樣性　的連接詞。
3.所有的學童在自述生活經驗中使用較多的代名詞。
4.就評量用語而言，所有學童傾向使用直接引句、形容詞以及副詞　使敘事更活潑。
5.所有學童於空間圖指示描述中的物件命名、位置指示、量詞使用
表現並無統計學上差異。

就母親國籍而言：
6.於自述生活經驗的敘事，台籍配偶的子女敘述較長且較完整，也
使用較多的連接詞。
7.就敘事模式而言，台籍配偶的子女於連環圖故事中敘述較多典型
故事模式（classic pattern），而東南亞籍子女傾向使用順時性
且平鋪直述（chronological pattern）的敘述；於自述生活經驗
的敘事中，台籍配偶的子女傾向使用時序性（time pattern）的
描述，而東南亞籍子女多呈現內文過少（impoverished）的情
況。
8.就母親語言背景而言，印尼籍配偶子女於自述生活經驗的敘事最
短最不完整，且使用較少連接詞；於空間指示敘事中，則呈現最
多亂序（disordered pattern）的指示描述。

就學業成就而言：
9.高學業成就學童於連環圖故事敘述較流利，使用較多形容詞，較
多的典型故事模式（classic pattern）。
10.低學業成就學童於自述生活經驗的敘述中使用較多形容詞；且於
連環圖故事傾向使用順時性且平鋪直述（chronological
pattern）的敘述。但綜合連環圖與自述經驗來說，低學業成就
學童出現較多代名詞錯誤。

就性別差異而言：
11.於空間圖的指示描述中，女生傾向以圖片為參照的方向
（picture-oriented），男生則傾向以圖片中的物品為參照方向
（object-oriented）。

本研究結果不僅幫助我們瞭解不同家庭背景學童的語言表現，也讓我們知道不同學業成就及不同性別在不同敘事上的語言表現。研究者最後根據結果也提出一些建議。

Recent research in Taiwan has tackled issues in the language development of children with Southeast Asian mothers (hence, CSAM) (e.g., Cheng, 2004; Hsang, 2004; Wu, 2005; Chang, 2005). Findings are controversial. Some considered these children with disadvantage language learning environment, resulting in poorer academic achievements (Wu, 2005; Chang, 2005), while others claimed that this groups of children performed similarly to average Taiwanese children (Cheng, 2004; Hsang, 2004). Since “narrative” is the basic and first developed linguistic ability of children, and also provide an opportunity to observe children’s oral performance, this study aims to compares the oral performance of CSAM and CTM, through narratives of wordless picture series stories (hence, PSS), personal experience stories (hence, PES), and spatial single picture (hence, SSP) descriptions. Two other factors: children’s academic achievement and gender difference were also examined for their impacts on oral performance (Coates, 1986; Gi, 2003). The subjects were 27 CTM and 27 CSAM, with the mean age of 7:6. Quantitative aspects were calculated (e.g., mean length of pause unit (hence, MLPU), mean length of semantic unit (hence, MLSU)), and then the narrative structures (Labov, 1972), evaluation elements (Labov, 1972; Chin, 1999; Huang, 2002; Sah, 2006), narrative pattern (Peterson & McCabe, 1983), cohesive devices (Halliday & Hassan, 1976) were examined and analyzed. The major findings are as follows:

In terms of general results:
1.All participants perform similarly in PSS; therefore,
PES seems to be a more informative index for
differentiating the children’s narrative performance.
2.All participants produced longer stories with more
complete structure, evaluation elements, varieties of
conjunctions, and comparative phrases in PSS.
3.All participants produced more pronouns in PES.
4.In terms of evaluation elements, all participants used a
greater amount of direct quoted speeches and adjectives,
as well as more adverbs to make the story lively.
5.The results of SSP, a task with picture prompts like
PSS, did not reach any significance among the groups and
thus resulted in no differences.

In terms of family background:
6.The CTM group produced more complete stories, more
syllables, and used more conjunctions than the CSAM
group did in PES.
7.The CTM group produced more classic patterns in PSS and
more time patterns in PES. On the contrary, the CSAM
group often produced a chronological pattern in PSS and
more impoverished personal stories.
8.The CIM group produced the shortest narratives, the
least complete story structures, the fewest conjunctions
in PES, and the least ordered patterns in SSP among all
the three groups.

In terms of academic achievement:
9.The high achievers spoke more fluently, used more
adjectives in PSS, and produced more classic pattern
PSS, than did the low achievers.
10.The low achievers inclined to produce more adjectives
in PES, make more pronoun mistakes, and generate more
chronological stories.

In terms of gender:
11.In SSP, the female participants used more picture-
oriented pattern of referencing base, while the male
ones used more object-oriented patterns.

To conclude, the results of this study help us understand the narrative performance of children at the age of 7 to 8 with different family/language backgrounds as well as different levels of academic performance and genders. Pedagogical implications are also provided.

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