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| 題 名 | 香港少數族裔與華語小學生粵語口語互動中的語義協商策略=Negotiation of Meaning Strategies in Oral Interactions between Hong Kong Ethnic Minority Students and Chinese-Speaking Primary School Students |
|---|---|
| 作 者 | 延晶; | 書刊名 | 教育學報 |
| 卷 期 | 52:1 2024.06[民113.06] |
| 頁 次 | 頁41-60 |
| 分類號 | 802.5233 |
| 關鍵詞 | 語義協商策略; 口語互動; 香港少數族裔學生; 華語學生; 任務; Negotiation of meaning strategies; Oral interaction; Ethnic minority students in Hong Kong; Chinese-speaking students; Tasks; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 語義協商策略指對話者為解決溝通障礙而採用的交際策略，包括澄清請求、確認 檢查、理解確認、自我重複和他人重複策略。語義協商策略是第二語言互動研究中的 一大重點，然而前人研究多以英語學習者為研究對象，較少關注以中文為第二語言的 兒童學習者。本研究選擇了 72 位來自香港四所學校 10–12 歲的少數族裔與華語小學 生。所有學生完成了四項口語任務（信息差、決策任務各兩項）。本研究共收集到約 18 小時的粵語口語語料，並對口語語料進行轉寫，然後編碼，再進行統計分析。研究 結果發現他們主要使用了五種語義協商策略。其中使用得最多的是他人重複策略， 其次是自我重複策略，最少的是理解確認。確認檢查與澄清請求的頻率無顯著差異。 另外，少數族裔小學生比華語小學生使用了更多的確認檢查和他人重複策略。在完成 信息差任務時，少數族裔和華語小學生比在完成決策任務時使用了更多的語義協商 策略。本研究建議教學時應多採用信息差的任務，以更好地促進少數族裔學生的中文 學習。 |
| 英文摘要 | Negotiation of meaning strategies are used by speakers to overcome communication barriers, including clarification requests, confirmation checks, comprehension checks, self-repetitions, and other repetitions. Negotiation of meaning strategies have been the focus of numerous interaction studies in second language acquisition. However, previous research has primarily recruited English adult learners, with few studies examining young learners of Chinese as a second language. This study involved 72 10–12-year-old primary students, including ethnic minority students and Chinese native speakers from four primary schools in Hong Kong. All the participants completed two types of tasks, consisting of two information gap tasks and two decision-making tasks. The study collected about 18 hours of Cantonese oral interaction recordings. The oral data were transcribed and coded, and statistical analysis was conducted. The study found that the participants mainly employed five types of negotiation of meaning strategies. Other repetitions were most frequently used followed by self-repetitions, while comprehension checks were least used. There were no significant differences between the number of clarification requests and confirmation checks. In addition, ethnic minority students employed significantly more confirmation checks and other repetitions than Chinese-speaking students. Both ethnic minority students and Chinese-speaking students utilized significantly more negotiation of meaning strategies in information gap tasks than in decision-making tasks. Therefore, the study suggests that information gap tasks should be encouraged in teaching practice to facilitate Chinese language learning among ethnic minority students. |
本系統中英文摘要資訊取自各篇刊載內容。