本文旨在呈現語言在學童自然科學習活動上意涵。 透過田野調查方法，研究者進 入個案學校 -- 雲鄉國小（化名），進行為期一年的教學活動觀察。觀察重點為：阿智、小 琪與小維三名被標幟為語文能力較弱學童的上課情形，及自然科教師的語辭表達。採用社會 語言學及象徵互動論觀點，分析並詮釋學童語文能力與其上自然課時的表徵的意指，及探討 教師語言對學童學習自然科時的可能干擾。研究結果顯示學童語文能力對其學習自然科有所 影響，但此為充分但非絕對因素；學童社會化過程中，語言對其人際互動及自我認同的影響 ，對其自然科學習態度亦有影響。此外，教師的語言與學童的語言，處在平行不交集層次中 ，會造成教師與學童社群意識的相左，影響學童學習科學的興趣，及科學概念不清的現象。 針對研究發現，作者提出重視學童語言所表徵的社群意識，教師應營造班級社群共同體概念 ，消弭師生間溝通上的差距，以有效傳達科學知識與概念。

　　　　　This paper addresses the issue of language and talking science in science education and elementary education. Based on the theories of symbolic interaction and sociolinguistics, this study intends to document two assumptions. The first one is student's performance in the science classroom is related to his language ability and social interaction. The second one is the words and the ways of teacher talking about science is related to students build their science concept and foster their science community identification. Findings indicate that, first of all, language is the sufficient factor but not the absolute factor that may affect student's performance in the science classroom. However, the language may influence the student's community identification, thus, for those labeled as low language ability students, they do not like to show themselves in front a large group. The second of all is that if the conversation contents among the teacher and students are appeared as two parallel lines then the students cannot build their science concepts. This paper suggests that the elementary teachers should aware of the function of language in developing the community identification as well as asserts that the science educators should consider the issues of social implication of language use in science instruction.