學前亞斯柏格症兒童話輪轉換之語用特質研究

A Study of Turn-Taking Competence in Preschoolers with Asperger Syndrome

本研究旨在瞭解學前亞斯柏格症兒童與普通兒童話輪轉換語用特質的表現。研究對象為9 名就讀幼稚園融合班大班亞斯柏格症兒童，與18 名班上普通同儕。研究方法為透過對語言樣本質性與量化的分析，瞭解兩組兒童話輪轉換語用特質的差異。根據分析結果，本研究共有以下幾點結論：一、量化統計發現兩組兒童在話輪類型及連續性之表現沒有顯著差異；質性分析探討中發現亞斯柏格症兒童經常出現上下脈絡沒有關聯的現象，普通兒童則無此現象。二、量化統計發現，亞斯柏格症兒童在簡單打斷及總打斷的次數上顯著高於普通兒童；質性分析中發現亞斯柏格症兒童有重複打斷或上下文脈絡不相符的現象。三、量化統計發現，兩組兒童在所有類型的沉默皆沒有顯著差異；在質性分析探討中並未發現兩組兒童相異處。四、量化統計發現，兩組兒童不論在所有反饋信號的表現皆沒有顯著差異；質性分析發現，亞斯柏格症兒童在反饋信號的使用時機上常出現不適當的狀況。五、量化統計發現，兩組兒童在會話掌控能力中定量掌控的表現上沒有顯著差異，但亞斯柏格症兒童在參與掌控的次數顯著高於普通兒童。

The purpose of this study was to compare the turn-taking competences of 9 preschoolers with Asperger Syndrome, as exhibited in their conversations and free play with 18 normal preschoolers. The main findings were as follows：(1) Turn-constructional components and chains: Quantitative analysis showed no differences, but qualitative analysis showed that AS preschoolers had problems in adjacency pairs and non-related topics. (2) Interruptions: Qualitative analysis revealed that the AS subjects had significantly more simple interruptions than did the normal preschoolers: e.g. interrupting in a too-loud voice and interrupting with a non-related comment topic. (3) Silence: Neither qualitative nor quantitative analysis showed any differences between the two groups with regard to “silence.” (4) Back channels: Quantitative analysis revealed no differences between the two groups with regard to the use of back channels, but qualitative analysis showed that AS preschoolers failed to use back channels at the right time. (5) Conversational dominance: Quantitative analysis revealed no differences in dominance, but qualitative analysis showed a significantly higher level of participatory dominance in the AS as compared with the normal preschoolers.