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本文采用交际虚拟故事情境并结合角色表演,考察了小学三年级到六年级语言学习困难儿童礼貌策略的认知发展特点。结果表明:语言学习困难儿童礼貌策略水平在总体发展上显著滞后于一般儿童,但在不同言语行为情境下表现不同。与一般儿童相比,语言学习困难儿童请求策略礼貌认知发展水平显著滞后,但两组儿童应答策略的认知发展不存在显著差异。
This article uses the communicative virtual story situation and the performance of the characters to examine the cognitive development characteristics of the politeness strategies of children with learning disabilities in grade three to grade six in primary school. The result shows that the level of politeness strategy of children with learning difficulties in language learning lags behind that of general children in overall development, but their performances are different under different situations of speech act. Compared with ordinary children, children with language learning difficulties request tactical cognitive development level significantly lagging behind, but there is no significant difference between the two groups of children’s response strategies cognitive development.