4～5歲漢語兒童否定行為的多模態(tài)表征特點(diǎn)

摘要： 否定行為是一類常見的兒童交際行為。除了語言否定,兒童還會(huì)通過手勢(shì)語、身勢(shì)動(dòng)作等非語言符號(hào),以及語言與非語言符號(hào)的協(xié)同使用來實(shí)施否定。本研究深入考察兩名4～5歲漢語普通話兒童的多模態(tài)否定行為的類型及其表征,結(jié)果發(fā)現(xiàn)與更年幼的兒童相比,4～5歲漢語兒童的多模態(tài)否定交際能力得到進(jìn)一步發(fā)展,能夠依據(jù)語境實(shí)施不同的多模態(tài)否定行為;該年齡段兒童具備使用語言否定、非語言否定、語言與非語言協(xié)同否定三種表征方式來實(shí)施否定行為的多模態(tài)交際能力,但以語言否定為主導(dǎo),且模態(tài)互動(dòng)關(guān)系有并列、互補(bǔ)和強(qiáng)化三種。在多模態(tài)交際日益普遍化的時(shí)代背景下,包括多模態(tài)否定在內(nèi)的多模態(tài)交際能力已成為兒童今后必備的一項(xiàng)重要交際能力。家長與兒童教育工作者需要合理給予兒童借助多模態(tài)符號(hào)自由表征其否定行為的機(jī)會(huì),并及時(shí)思考和發(fā)現(xiàn)個(gè)體兒童多模態(tài)否定行為表征特點(diǎn)背后可能反映出的兒童心理與多模態(tài)交際能力方面的問題,幫助兒童獲得心理與多模態(tài)交際能力的同步健康發(fā)展,從而更好地適應(yīng)未來普遍化的多模態(tài)交際環(huán)境。
Negating is a common type of children's communicative behavior. Besides verbal negation,children also implement negation through nonverbal signs such as gestures,postures,and the interactive use of multimodal signs. The results reveal that,on the one hand,compared with younger children,the multimodal negating ability of Chinese children aged 4～5 has further developed,being capable of practicing different multimodal negating behaviors according to context. On the other hand, children of this age group have the multimodal communicative ability to represent negating behaviors by using verbal,non-verbal signs and verbal-non-verbal collaboration with verbal negation as the dominant. There are three types of modal interaction:equivalent,complementary and reinforcing. As the era of Reading image approaches and the occurrence of multimodal communication generalizes,the multimodal communicative ability has become an important ability for children in the future. Parents and children 's educators should properly give children the freedom to represent their negating multimodally and give enough attention to their behaviors of such,in order to discover the characteristics which may reflect potential problems that children have in the development of psychological and multimodal abilities,to help children achieve the simultaneous and healthy development of their mind and multimodal communicative skills,and to make their multimodal practice more accurate,more rational and more natural.