中文摘要
　　為何在經由在「一家長一語言原則」下長大的雙語兒仍會「語碼混合」一直是幼兒同時雙語研究關心的議題。 對於雙語幼兒的「語碼混合」行為, 已有各種不同的解釋 。句括了雙語幼兒無法區辨兩種語言, 有限的語言能力, 和不成熟的語用能力。 儘管如此, 尚未有確實的證據。 本研究主旨欲從社會語言學角度來探討一個2歲女雙語幼兒的「語碼混合」行為。分析其是否和家長「語碼混合」比例, 家長談話策略, 和幼兒本身的優勢語言三種原因, 和這三種原因的交叉影響有關。此幼兒從2;1 到 2;12之間, 和其雙親之間的自然互動每月一次錄音。研究結果支持Lanza’s (1992)的家長言談策略假設。亦即家長可使用特定的言談策略來影響雙語幼兒的「語碼混合」行為。更明確地說, 家長如使用單語言談策略時, 則暗示著不理解且不接受幼兒「語碼混合」行為, 故可減少幼兒「語碼混合」行為。相反地, 家長如使用雙語言談策略, 則暗示著理解且接受幼兒「語碼混合」行為, 故鼓勵此行為的發生。此外, 家長言談策略會和家長本身「語碼混合」比例和幼兒本身的優勢語言產生交叉作用, 進而影響幼兒「語碼混合」行為。本研究的其他發現摘要如下:
1. 儘管雙親「語碼混合」比例皆很低, 此幼兒對使用較多單語言談策略家長的「語碼混合」比例的變化的敏感度高於對使用較多雙語言談策略家長的「語碼混合」比例的變化。
2. 一旦混碼, 此幼兒在與使用較多單語言談策略的家長互動時,會比較警覺自己的「語碼混合」行為。
3. 此幼兒以其非優勢語言與使用較多單語言談策略的家長互動時, 傾向使用文法混碼; 但以其優勢語言與使用較多雙語言談策略的家長互動時, 傾向使用語詞混碼。
4. 單語言談策略的應用可減少此幼兒在使用其非優勢語言時的「語碼混合」行為。
　　總而言之, 透過「一家長一語言原則」養育雙語幼兒並不如其表面所呈現的那樣簡單。 「一家長一語言原則」並不能保證雙語的成功。但如家長能善用策略, 即使2歲幼兒也能依不同的語用情況使用語言。甚者, 在幼兒時期學第二語言, 並不會對其母語產生不良作用。

Abstract
　Studies in connection with simultaneous bilingualism have concerned why bilingual children via the one-parent-one-language rule (the OPOL rule) still code-mix. Various explanations for the existence of code-mixing in young bilinguals have been offered, including a lack of language differentiation, limited language proficiency, and immature pragmatic ability. Despite a number of explanations for code-mixing, there is still no conclusive evidence. The present study investigates code-mixing of a two-year-old Chinese/English bilingual girl from a sociolinguistic perceptive. The investigation focuses on three factors – parental code-mixing rates, parental discourse strategies toward children’s mixing, and the child’s language dominance, and their interactional effects. Monthly recordings of the child’s spontaneous speech in interactions with both her parents together were made from the age of 2;1 to 2;12. The results found in this study support Lanza’s (1992) hypothesis that children’s code-mixing may be influenced by parental discourse strategies toward children’s code-mixing. More specifically, parental monolingual strategies might indicate lack of understanding or acceptance of children’s code-mixing and, thereby, encourage a monolingual context of interaction. In contrast, parental bilingual strategies might reveal understanding or acceptance of children’s code-mixing, and thus encourage a bilingual context of interaction. Furthermore, the effect of parental discourse strategies toward child’s code-mixing would interact with parental code-mixing rates and the child’s language dominance. The findings are summarized as follows:
1. Despite a low level of both parents’ code-mixing rates, the child showed more sensitivity to the parental code-mixing rates when interacting with the parent who used more monolingual strategies than when interacting with the parent who used more bilingual strategies.
2. Once mixing codes, the child showed earlier and higher level of sensitivity to her own use of inappropriate language when interacting with the parent who used more monolingual strategies than when interacting with the parent who used more bilingual strategies.
3. The child tended to use grammatical code-mixing when interacting with the non-dominant-language parent (NDP) who used more monolingual strategies, but tended to use lexical code-mixing when interacting with the dominant-language parent (DLP) who used more bilingual strategies.
4. The adoption of more monolingual strategies by the non-dominant-language parent (NDP) diminished the extent to which the child might tend to code-mix more when using her non-dominant language, resulting in low and decreasing levels of code-mixing rates in the non-dominant language.
　In conclusion, bringing children up bilingually via the OPOL rule is not as easy as it appears. The OPOL rule can not guarantee a result of successful bilingualism. However, if parents use strategies tactically, their bilingual children as young as two years old are able to separate the two languages in a pragmatically appropriate way. Moreover, learning a second language at an early age will not be at the expense of the native language.

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