國小低年級高功能自閉症學生口語敘事能力之研究

The Narrative ability of the 1st and 2nd grade Elementary School Pupils with High Function Autism

自閉症者在溝通方面明顯的表現出與用障礙的問題。本文旨在探討國小低年級高功能自閉症學生，透過口語敘事的方式，用以了解他們在社會語言方面的能力；研究者採用實驗研究法，分別將12名就讀於國小低年級普通班高功能自閉症學生和普通學生說看圖故事的語料配對，比較二者在故事長度、故事結構、指涉方式、情感強化劑、語法等項度的表現。研究結果指出：(1)在故事長度方面，二組在故事長度、命題、總句數方面沒有呈現出顯著性差異，然而，二者平均語句長度呈現顯著差異。(2)在故事結構方面，除了情緒語句、主角說話二個評鑑的次項度二組沒有呈現出顯著性差異外，其餘各變項二組皆呈現出顯著性差異。(3)在指涉方法方面，二者的指涉方法呈現出顯著性差異，並且高功能自閉症學生的指涉層次較普通學生低。(4)至於情感強化劑方面，總體而言，二者沒有呈現顯著差異。(5)語法方面的表現，二者所採用的句子型態主要皆為主詞＋動詞＋受詞，在語詞修復方面，二者呈現顯著差異，普通學生的修復次數高於高功能自閉症學生。最後，研究者依據研究結果進行討論。

Students with high function autism display pragmatic disorder when they communicate with others. The aim of this paper is to investigate the capability for grade1 and grade 2 elementary school pupils with high function autism to perform their oral narration. The research used the following experimental methods in this study made two groups of students. Experimental group had 12 low-grade elementary school pupils with high function autism and the other consisted of a large number of pupils not showing any symptoms of the disease. All students were given the same language material and had to tell four stories. Their performance in story length， story structure， referential device， affective enhancer and story syntax was compared in order to identify the difference in language application capability by the two groups of students. The results indicate that， there is no significant difference in the story length with regard to the total number of sentences . However， there is a substantial variation in the mean length of utterances used by the two groups. The lengths of utterance used by the pupils without the autism are longer than those by the autistic pupils. Regarding the story structure， there is a remarkable difference between the two groups in orientation， complication， evaluation， evaluation， solution. This shows that the pupils with high function autism have a poor capability of language application in the area of narration， when compared to the other group of students. Therefore this area will need to be improved. There is significant difference between the two groups regarding referential device in nominal referential device and mixed referential device. The level of reference used by the pupils with high function autism is to that of the normal upils. Comparing the affective enhancer， there is no noticeable between the two groups. Although both groups use the same type of sentence(subject ＋ verb ＋ object)， there is an difference in the utterance repairs， when the performance in story syntax is analyzed. The frequencies of utterance-repair of the normal pupils are less than those of the high function autism pupils. At the end of the paper， the researchers make an insight discussion according to the investigation results.