低社經地位家庭親子共讀說明體與故事體圖畫書之話語分析

Abstract

本研究旨為比較低社經地位家庭親子共讀說明體與故事體圖畫書之話語互 動差異，以了解低社經地位家庭之家長運用哪些策略和幼兒進行共讀，並且透 過兩種文本圖畫書的比較，以進一步了解文本對於共讀策略的影響。本研究為立意取樣，以台北市及新北市公立與非營利幼兒園共計 10 所園所 30 對大班幼兒與其主要共讀者為受試對象。本研究透過親子共讀的語料分析，研究結果發現親子共讀說明體與故事體圖畫書時在語言互動類型上呈現顯著差異：親子在共讀說明體使用頻率最高話語互動類型為命名、描述場景與圖片、描述屬性、文本與幼兒連結；親子共讀故事體使用頻率最高的話語互動類型為命名、描述場景與圖片、書本概念、同意或讚許。整體而言，低社經地位家庭親子共讀兩類圖畫書皆偏向低層次的互動方式。親子共讀說明體圖畫書較共讀故事類圖畫書時產生了較多的共讀時間與親子話語互動，以及使用更多類型的話語互動策略。本研究結果將有助於瞭解低社經地位家庭親子共讀現況與家長的話語互動方式，並進一步提出相關之研究與教學建議。

The purpose of this study is to compare the parental reading interaction during expository and storybook in Low-socioeconomic families, in order to understand which strategies parents used to read together with their children. Thirty parents with children aged 5 to 6 years old from low-socioeconomic families participated in 10 public and non-profit kindergartens in Taipei City and New Taipei City. Dyads were videotaped on 2 occasions reading unfamiliar expository and storybooks. During expository book sharing, parents used significantly higher rates of utterances at Levels 1, 2; while using storybooks, significantly higher rates of print& book convention utterances and Feedback and acknowledgment.

Overall, the two genres shared by parents and children tend to low levels of cognitive demand. Expository produced more time and interaction strategies than using storybooks. The results of this research will help to understand the current situation of parental reading in families with low socioeconomic status, further propose relevant research and teaching suggestions.