本研究旨在探討幼兒聆聽繪本故事時品語反應的性質及影響幼兒品語反應之因素。本研究以臺南市一所托兒所兩班35名幼兒為研究對象。研究者觀察記錄幼兒聆聽教師朗讀繪本故事時之反應，並依文學理解類型、反應動力、反應線索分別歸類分析幼兒的反應。幼兒聆聽的故事分三種類型：(a).童話故事；(b).當代生活故事；(c).幻想故事。 資料分析顯示幼兒聆聽故事時，分析及人反應佔總反應次數近95%，表現的反應則只佔不到1%，為反應次數最少的類別。就文約理解的動力及線索而言，解釋學是幼兒文學理解的主要動力；教師的品頭朗讀是幼兒據以反應的主要線索。統計分析顯示不同故事類型在口頭反應類型、反應動力及反應線索方面均有顯著差異。 根據本研究之結果，幼教老師應思考如何增加幼兒文學反應之廣度及深度，並嘗試在教學中運用不同的線索，引發幼兒各種類型的文學理解動力，使幼兒以更多元深入的方式發展其文學理解。

　　　　　This study examined young children’s oral responses during read-alouds of picture storybooks. Participants were 35 preschoolers form two nursery classrooms in Tainan City. The researcher observed and recorded their oral responses during their teacher read-alounds of picture storybooks. Responses were coded according to five literary understanding categories. Three genres were used for storybook read-alouds: (a).fairy tales; (b).contemporary realistic story; (c).fantasies. The data were analyzed by their response, impulse, and cue type. Analysis of these preschoolers’ responses indicated that: great majority responses were coded as the analytical and the personalize (95%); the least response was performative type(0.89%). As to the analysis of the impulses and cues of oral responses, hermeneutic impulse and graphic cue were the predominantly incentive to induce young children’s responses. Statistic analysis revealed that there was a significant story genre effect on oral response type, impulses and cues. According to this study, teachers should consider how they increase their students’ repertoires to include a greater portion of different types of literary responses and may want to choose those that have the potential for stimulating all three impulses to develop young children’s literary understanding in a comprehensive way.