本研究旨在探討電視與廣播故事對兒童重述故事(story retelling)的敘事結構(narrative structure)之影響。在社會化的過程中，故事的闡述與接收具有溝通的功能，每位小孩都喜歡聽故事，同樣地，他們也喜愛說故事，希望本研究的結果可以對兒童重述故事有更深一層的了解。研究的對象為八位國小三年級學童，男女各半，研究方式分為兩組，其中四位為電視組，另外四位則為廣播組。他們在沒有時間的限制下，於看完或聽完故事後，重述故事內容。研究者錄下每位受試者完整的故事，然後逐字轉寫下來，由三位評分者根據Labov的敘事結構加以歸類（包含序曲、背景介紹、主要情節、評價、結局及尾聲六項要素）並分析語料。

　　研究結果可以由五各方面來討論：
一、台灣兒童在重述故事時大多依照時間先後順序敘述，其故事結構的呈現和Labov所提的六要素是一致的。
二、國小三年級階段的兒童在說故事時，顯然有去頭去尾的現象，也就是省略了序曲 (abstract)和結尾(coda)的部分。
三、透過視覺及聽覺輔助（電視組）所呈現的故事，有助於兒童對主要情節(complicating action)的回述；而只有靠聽覺的廣播故事（廣播組）則可提升兒童對於評價(evaluation)的敘述。
四、一般而言，電視組所呈現的故事比廣播組更能幫助兒童重述更多的故事內容及語調單位(intonation units)。
五、不管是質或量的分析，性別差異在敘事結構中並無太大的不同。惟女生比男生回述更多的故事內容。

　The purpose of this study is to investigate the narrative structures in the stories retold by children when they receive the original sources from popular media – television and radio. Stories serve as a major communicative function in the socialization of children’s language. All children are fond of listening to stories. They also like to tell stories vigorously. It is hoped that the outcome of the study provides a deeper understanding about children’s recalling narratives. The eight subjects (four boys and four girls, all third grade students) were divided into two groups. Half of the subjects participated in the television condition, and half participated in the radio condition. After watching the televised story or listening to the story from the radio, the subjects were asked to retell the story without time limits. The data was then analyzed and categorized into Labov’s narrative model (including six elements: abstract, orientation, complicating action, evaluation, resolution, and coda). The results of the study are as follows. First, all subjects told their stories with the chronological sequences as the scenes were originally presented. The progression of storytelling narrated by the subjects is in accordance with the narrative elements developed by Labov. Second, the children in the third grade were not aware of the use and functions of the opening abstract and ending coda. Third, the TV version significantly enhanced the recall of the complicating actions of the original story, whereas the radio version enhanced the recall of evaluation. Fourth, the televised story in general facilitated more recalling words and intonation units in the children’s story retell than the purely aural story did. Last, the gender difference in quality and quantity of narrative elements is not distinctive. What differs between the two genders is that the girls recalled more story content than the boys did.

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