Effect of style-switching on social formation of children's congnition and relation with others

风格转换对儿童认知及人际关系社会形成的影响

基本信息

批准号：
07610116
负责人：
TAJIMA Nobumoto
金额：
$ 1.34万
依托单位：
Tokyo University of Foreign Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1996
项目状态：
已结题

项目摘要

In this study, 6 groups of 5-6 fouth graders each with their home room teacher were observed during discussion on everyday matter, such as 'sweeping at school'. And in addition, they all were asked to fill out questionare on naturality of speech-style-switching.In observation, all groups were devided into 3 different sessions two each, according to speech-style required to the teacher, namely, Control Session, Formal (Careful Usage) Session, and Informal (Relaxd or Uninhibited Usage) Session. Comparison among these 3 different sessions shows : In Control Session, the teacher used formal style when he proposed the task, when he tried to lead the session to a consensus. He used informal style, on the other hand, when he tried to let children give out their opinions freely. Children also switched their speech style along with that of the teachers's. In Formal Session, the discussion proceeded like a conference with the teacher as a chair. Children gave out rather small numbers of spontaneous opinions, and mostly used formal style. Informal Session proceeded with a lot of spontaneous opinions by children in mostly informal style, which led frequently to comments of others. The session was lively but not so much organaized.Result of the questionare shows that children are so sensitive with style-switching that they regulate their own speech-style, and that they borrow and use customarily used expressions (ventriloquation of social language) according to the situational demand. In all, this study suggests that children are sensitive with speech-style-switching in social interaction, where they share demands and meaning of the situation through dialogue/ventriloquation with others/themselves (dialogicality) mediated by social language. That is, social formation of congnition and relation with others is revealed.

在这项研究中，在讨论日常事务时，观察到了6组5-6个Fouth级别的学生，每个人都有他们的家庭房间老师，例如“在学校扫地”。此外，他们都被要求填写有关语音风格开关的自然性的问题。在观察中，根据老师所需的语音风格，将所有小组分为3个不同的课程，分别为两个会议，即，正式的（仔细使用）会议（仔细使用）会议（谨慎使用）和非正式的（放松或不受抑制的使用）。在这三个不同的会话中的比较显示：在控制课程中，当教师提出任务时，他试图将会话带到共识时，就使用了正式风格。另一方面，当他试图让孩子们自由发表意见时，他使用了非正式的风格。孩子们还与老师的语音风格一起换了他们的言语风格。在正式会议上，讨论像与老师担任主席一样进行。孩子们发表了相当多的自发意见，主要使用正式风格。非正式会议以大多数非正式风格的儿童发表了许多自发意见，这经常导致他人的评论。这次会议是活跃的，但没有太多的组织。对这个问题的回应表明，孩子们对风格转换非常敏感，以至于他们调节自己的言语风格，并且根据情境需求，他们借用和使用习惯使用表达式（社会语言的腹语）。总的来说，这项研究表明，儿童对社交互动中的语音风格开关很敏感，他们通过与他人/他自己的对话/腹语（通过社会语言介导的对话/腹膜）分享了这种情况的需求和含义。也就是说，揭示了与他人的联系和关系的社会形成。