三歲幼兒語言學習之敘說研究

論文提要內容：本研究旨在幼兒學習的關鍵時期，探討幼兒語言發展經驗與幼兒語言學習的故事與情節，為幼兒的語言學習奠定厚實的基礎，因此本研究目的有三：（一）敘說三歲幼兒在幼兒園、家庭、社區中與父母親、幼兒園老師、同儕語言理解與表達的經歷與情感。（二）敘說三歲幼兒閱讀童書繪本的表現與發展。（三）敘說三歲幼兒在幼兒園、家庭、社區中語言學習的歷程與經驗。本研究以一位三歲的幼兒小皮為主要對象、其他參與者有三位，幼兒的父母親、幼兒園老師與研究者。本研究採用敘說研究方法，藉由訪談與參與式觀察、資料蒐集，並以開放性資料編碼方式進行分析，研究重要發現如下：一、小皮表達的前奏曲–語音，是未來口語發展的重要基礎。二、既要耐心傾聽小皮的表達，也要關注小皮肢體表現。三、多元的環境與多元的學習，促進小皮語言表達能力。四、外顯的表達容易得到關注，內隱理解歷程常被忽略。五、小皮繪本的閱讀興趣無法阻攔，堅定研究者推廣嬰幼兒閱讀與親子共讀的決心。六、不同的理解，不同的詮釋，屬於小皮的繪本故事已經形成。七、不同的繪本講述方式，影響小皮重訴故事的能力。八、小皮語言學習「學」的比較多「教」比較少，小皮語言學習來自周邊的人和同儕的互動、模仿。九、發現小皮語言學習的環境因素與活動前的準備對語言學習的影響。

關鍵字

三歲幼兒；語言學習；敘說研究

並列摘要

Abstract: This study reports on the crucial period of early childhood learning through exploring the stories and plots of early childhood language development experience and learning in which the solid foundation for early childhood language learning lays. Therefore, this current study has three purposes:(A) Narrated the experiences and feelings of a three-year-old child’s language understanding and expression in kindergarten, family and community with his parents, teachers and peers. (B) Described the performance and development of three-year-old child reading drawing books. (C) Illustrated the progress and experience of language learning in kindergarten, family and community for three-year-old child. The main target of this research was a three-year-old child named Xiaopi, along with other participants included the parents of three children, the kindergarten teachers and the researcher. In the thesis, narrative method was applied in the data collection of interviews and participant observation; at the same time, analysis of open data coding was provided. The important findings of the research are described as follows: I. Expression prelude of Xiaopi – “pronunciation” is an important foundation for the language development. II. Patience of listening to Xiaopi along with paying attention to his physical performance is essential.III. The pluralistic environment and interdisciplinary learning had accelerated Xiaopi’s abilities of language expression. IV. The explicit expression was tended to be noticed easily; by contrast, the implicit comprehension progress is often neglected. V. With the observation of Xiaopi’s unstoppable reading interest of drawing books, the researcher has determined to popularize the young children’s reading and parent-child share reading. VI. The stories of each drawing books could be formed as an exclusive tale for Xiaopi through his comprehension and interpretation. VII. Diverse narration of drawing books could affect Xiaopi’s ability of story retelling. VIII. The language learning function of Xiaopi has shown more “learning” than “teaching” from the interaction and imitation of surrounded people and peers. IX. The discovery of this study has revealed the impact of language learning through the environmental factors and preparation before activities of Xiaopi’s language learning process.