| Conversation is the most commonly used way of communication in daily life,which is of great significance to children's language development.The subjects were 20 left-behind and20 non-left-behind children aged 4~5 in a rural area of G City,Jiangxi Province.Each child recorded 30 minutes of conversational data with peers or teachers in the natural situation of kindergarten.The two groups of children were analyzed quantitatively from four aspects:conversational initiation,conversational maintenance,conversational repair and turn-taking by using INCA-A coding system and CLAN corpus analysis system.Based on the qualitative analysis of some quantitative results and specific corpus,and the comparison with non-left-behind children,this paper reveals the conversational characteristics and problems of left-behind children in rural areas,and puts forward some strategies and suggestions to promote the development of conversational ability of left-behind children in rural areas.It is found that there are great differences and consistency between left-behind and non-left-behind children in rural areas.The difference shows that the overall conversational ability of left-behind children lags behind that of non-left-behind children of the same age.In conversation initiation,left-behind children are more self-centered and use more types of speech acts with unclear directivity in conversation initiation;in conversation maintenance,left-behind children are more common in silence,self-centered and lack of situational cognitive ability;in conversation repair,left-behind children use repair types far less than non-left-behind children,and initiate repair requests.Single type.Consistency is shown in the following aspects: the general trend of development of conversational competence of Left-behind and non-left-behind children in rural areas is the same,the types of communication tendency and the number of speech action types are basically the same,andthe ability of conversational repair is immature.Based on the above conclusions,this study believes that the development and education of left-behind children in rural areas should focus on the following aspects: first,we should establish a scientific concept of language education for left-behind children;first,we should focus on communicative behavior that reflects the cognitive development characteristics of Left-behind children;second,we should determine the training objectives and priorities according to the conversational level of Left-behind children;third,we should focus on the language of Left-behind children.The evaluation of speech development should be based on respect for language facts.Fourthly,we should cultivate the conversational ability of left-behind children in daily communication situations.Secondly,all parties should work together to create a free and relaxed conversational situation for left-behind children.Families,parents or guardians should create a good conversational environment for children;kindergartens,should provide compensation education for left-behind children's speech development;government and society should provide reliable guarantee for left-behind children's speech development. |
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