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題名:中文學童模糊代名詞推論能力發展之研究
作者:吳美瑤
作者(外文):WU,MEI-YAO
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:曾玉村
學位類別:博士
出版日期:2021
主題關鍵詞:指稱推論提及順位零代詞性別語意線索模糊代名詞anaphora formorder of mentionzero pronoungender cueambiguous pronoun
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正確的代名詞推論能維持篇章言談的連貫,是預測閱讀能力的指標,對於閱讀相當重要。然而,代名詞推論中最困難的模糊代詞推論,有關中文學童的部分卻未被探討過。本研究採用兩個自我控制閱讀速度作業(self-paced reading task)實驗,探討處於閱讀新知期的四、六年級中文學童對於模糊代名詞推論的發展歷程。實驗一分別以28與29位四、六年級學童為受試者,以2×2×2的三因子混合設計,探討提及順位與句中代名詞性別語意線索對年齡的影響。實驗二以另一批各28位四、六年級學童為受試者,以2×2×2的三因子混合設計,探討提及順位與指稱詞形式對年齡的影響。依變項為閱讀第二句的閱讀時間。兩個實驗結果皆以R語言的混合線性模式分析。
實驗一的結果顯示兩年級學童皆能利用代名詞的性別語意線索進行代名詞推論,然四年級在進行模糊代名詞推論時會受提及順位影響,出現首位優勢現象,而六年級則不受此因素的調節。實驗二的結果顯示四年級在模糊代名詞情況中,不管使用顯性代名詞或零代詞進行推論,皆會受提及順位影響,而六年級則不受此因素影響,但兩年級學童皆對顯性代名詞與零代詞進行代名詞推論無顯著差異。
綜合兩實驗,歸納出下列四點結論:(1)四年級學童已能善用代名詞的性別語意線索,但不如六年級學童運用成熟。(2)進行模糊代名詞推論時,提及順位是否影響代名詞推論,受讀者本身對文本認知負荷的掌握所影響。(3)提及順位與代名詞性別語意兩因素對兩年級學童的交互影響不同。(4)兩個年級學童對使用零代詞與顯性代名詞進行代名詞推論的能力無差異。由以上可知,四、六年級中文學童雖皆已處於閱讀學習階段,然在代名詞推論的認知特質仍不盡相同。最後,提出本研究的限制與未來研究議題,及對代名詞教學實務的具體建議。
關鍵字:性別語意、指稱推論、提及順位、零代詞、模糊代名詞
Pronominal inference skills help to maintain the discourse coherence and are important indicators of reading abilities. However, little is known about the development of ambiguous pronoun resolution for children of Mandarin Chinese speakers. This research adopted a self-paced reading task in two experiments to explore the development of ambiguous pronoun resolution for the fourth and sixth Chinese grade readers. In Experiment 1, 28 fourth grade and 29 sixth grade participants were recruited from an elementary school in Taipei and a 2×2×2 three-factor mixed design was adopted to include order of mention, gender cue, and grade level as independent variables. In Experiment 2, another group of fourth and sixth grade participants were recruited, and a 2×2×2 three-factor mixed design was used to include order of mention, pronoun form, and grade level as independent variables. The main dependent variable was the reading time of the second sentence. Data were analyzed using the mixed linear model of R language.
The results of Experiment 1 show that two grade students can use the gender cues of pronouns to make pronoun resolution, but the fourth grade will be affected by order of mention when making ambiguous pronoun inferences, and appears the advantages of first mention, while the sixth grade is not affected by this factor. The result of Experiment 2 shows that in the case of ambiguous pronouns in fourth grade, whether overt pronouns or zero pronouns are used for inference, they were all be affected by order of mention, while the sixth grade is not affected by this factor. There is no significant difference in the pronoun resolution between overt pronouns and zero pronouns by both grades.
According to the results of Experiment 1 and Experiment 2, the following four conclusions are summarized: (1) The fourth-grade students have been able to make good use of the gender cues carried by the pronouns, but they are not as mature as the sixth grades. (2) When making ambiguous pronoun resolution, whether the order of mention affects the pronoun resolution is affected by the reader's cognitive load of the text. (3) The two factors of order of mention and the gender cues have different interaction effects on these two grades. (4) There is no difference in the abilities of using zero pronouns and overt pronouns to make pronoun resolution between the two grades. From the above points, it can be seen that although the Chines literary children in the fourth and sixth grades are already all in Reading for Learning the New stage, their cognitive characteristics in pronoun resolution are still different. Finally, it puts forward the limitations of this research and future research topics, and puts forward specific suggestions on the pronoun resolution teaching practice.
Keywords: ambiguous pronoun, anaphora resolution, gender cue, order of mention, zero pronoun
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