論文名稱： 幼童口語溝通的修復型態
校所組別： 國立成功大學外國語言文學研究所
畢業時間及題要別： 九十四學年度第二學期碩士學位論文提要
研究生： 柯佩華
指導教授： 陳麗美博士

論文內容提要：
本研究旨在探討幼童從幼兒期至學齡前階段的自我修復型態。樣本是２８位年齡介於一歲半至６歲半之間的幼童，根據年齡的差異，將他們分成４個組別：（１）一歲半至三歲（２）三歲至四歲（３）四歲至五歲（４）五歲至六歲半。除了第一組只有四個嬰幼兒外，每一組別各有八位幼童。此外，為了呈現幼童自我修復型態的發展情形，另外包含一位長期觀察的幼童，此一長期觀察對象的觀察期間為一歲半至三歲之間。所有取得的錄音語料皆被轉寫成文字，並進行分類。
共有八種修復類型和五種語用功能在本研究被討論。而由於本研究旨在探討修復類型(repair type)，語用功能(pragmatic function)，及幼童年齡(speaker’s age)三者的關係，所以使用重覆因子變異數分析(repeated measure ANOVA)本研究的主要發現如下：
(1) 幼童的修復類型隨著年齡的增長而有所改變，首先手勢的運用隨著年齡增長而減少；字彙修復的發生次數最多且持續佔有一半以上的百分比；最後語法修復隨著年齡增長而增加。
(2) 為達到語用功能的釐清(Clarification)，具體化(Substantialization)和插入(Addition)較釋義(Paraphrase)來得受歡迎；另外，為達到明確(Specification)此一語用功能，手勢(Pointing)比插入(Addition)及闡述(Elaboration)佔優勢；再者，修復方法中的重複(Repetition)被使用來確認(Confirmation)的次數遠多於具體化(Substantialization)及釋義(Paraphrase)；最後，為了能達到保留(Floor-Holding)的語用功能，重複(Repetition)比編輯詞(Editing Terms)更常被使用。
(3) 年齡並不完全會對說話者為要達到某一語用功能而採用的修復類型產生影響。在表達明確(Specification)和確認(Confirmation)此兩種語用功能時，修復類型的優先順序受年齡因素的影響顯著；但在釐清(Clarification)及保留(Floor-Holding)此兩種功能上，年齡的影響則不顯著。
(4)斷層及長期觀察的語料顯示，此兩組幼童最常使用的修復類型前三名是一致的；另一方面最大的差異在於長期觀察的幼童能做一些語法上的修正。
本研究顯示幼童隨著年齡的增長，有愈多的機會參與更細節及複雜的對話，所以他們的修復類型及語言能力也會隨著改變。而本研究對於幼童的修復型態的觀察結論及語料，可供父母及學齡前教育者參考，以便對與幼童口語溝通時所面對的停頓，不流暢的情形給予耐心的支持，也可供未來研究幼童口語修復型態時的語料參考。

Abstract
This study aims to investigate children's self-repairs from early infancy through the preschool years, in particular with respect to inter-relationships among repair types, the pragmatic functions of repairs, and the speaker’s age.
28 participants, with ages ranging from 1;5 (year; month) to 6;5, were divided into four age groups: Group I (age 1;5-3;0), Group II (age 3;1-4;0), Group III (age 4;1-5;0 ), Group IV (age 5;1-6;5). Each group included 8 children, except Group I, which consisted of only 4 infants. Additionally, in order to show the developmental changes of children’s repair, the current study also presents the data collected from the observation of a longitudinal participant to relate some of the findings to the cross-sectional data. The observation age range of the longitudinal child was from age 1;5 to 3;0. All of the incidences of repair were recorded and transcribed for analysis. In order to quantitatively display whether the differences based on the interaction between forms of repair, pragmatic functions, and speaker’s age were significant or not, the data were analyzed by repeated measure ANOVA. Also, the analysis of Pairwise Comparison was applied to find out the preference order of repair types in the four age groups as well as the preference orders among different types of repair in serving certain pragmatic functions. The results are summarized as follows:
1. A developmental shift of repair types exists within Mandarin preschoolers’ self-repairs. Children's repair types shift from the simpler nonverbal repair to lexical repairs. Syntactic repairs emerge in the later language acquisition stage as children start involving in more complicate conversations.
2. To serve the pragmatic function of Clarification, the more effective repair strategies Substantialization and Addition is more favored than Paraphrase. Subsequently, the more economic repair Pointing predominates over Addition and Elaboration in serving the pragmatic function of Specification. Furthermore, to serve the function of Confirmation, the more economic strategy Repetition is used significantly more often than Substantialization and Paraphrase. Lastly, to serve the function of Floor-Holding, the economic strategy Repetition prefers to Editing Terms.
3. A speaker’s age plays a direct role in making the repair choices in serving the pragmatic functions of Specification and Confirmation, but does not affect the choices among repair types in serving the functions of Clarification and Floor-Holding.
4. The first three frequently used repair types are exactly the same in both the longitudinal and cross-sectional data. The most distinguished difference between these two sets of data is that the repair types of the longitudinal child were more varied than those of the cross-sectional children.
The results demonstrated that children begin to acquire various strategies to repair the impaired utterances at a very young age. This study may contribute to the understanding of preschooler’s self-repair as well as a child’s communicative competence in spoken Mandarin discourse. Furthermore, the inspection of children’s self-repair provides valuable data to complement studies of children’s linguistic competence, in particular to the types of self-repair and the pragmatic functions served by available repair types.

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