本研究旨在探討國小聽障、聽常兒童及低、高年級兒童在參照性溝通時，擔任說者與聽者的表現情形，並相互比較其不同。研究對象包括就讀新北市、台北市、基隆市與桃園縣國小一至六年級兒童，聽障兒童35人、聽常兒童38人，共73人。在與研究者互相描述圖片、選擇正確參照圖片的情境下，了解兒童在參照性溝通的表現。資料收集後，利用卡方同質性考驗及適合度考驗、獨立樣本t檢定，了解聽障與聽常組及低、高年級組，在參照性溝通的表現有無不同。
研究結果顯示聽障兒童在擔任說者與聽者的表現均差於聽常兒童，聽障兒童也較常描述非關鍵性特徵、較少察覺含糊訊息；另外，將聽常兒童分為低(一至三年級)、高年級(四至六年級)組，結果發現，低年級組在擔任說者的表現差於高年級組，但聽者方面兩組無顯著差異，在面對含糊訊息時，兩組最常使用潛在性要求澄清。
本研究在題數設計、分配上有所不足，以致影響研究結果，建議未來研究可再增加題數，或單一研究兒童擔任聽者或說者的表現，以取得更多研究數據；另外，本研究只侷限於北部，建議未來研究可針對台灣其他地區的聽常、聽障兒童進行大量研究。

The purpose of this study was to examine children’s performance when they played the role of listener and instructor during the referential communication task. The subjects for this study were 73 elementary children from grade 1 to 6 who studied in Taipei City, New Taipei City, Keelung City and Taiyuan County, 35 of them were hearing impaired, and 38 of them were normal. All children were classified into different groups by their auditory function and age. Children and researcher took turns to instruct the self-designed pictures to each other, and were recorded whether the instruction had been carried out correctly or not. After examining all children, the collected data were analyzed by using Chi-square homogeneity and goodness-of-fit test, and T-test.
The statistical results indicate that normal hearing children got a better performance than hearing impairment children on speaking and listening. Hearing impairment children were more likely to describe non-critical features, and less conscious of ambiguous information. Besides, the children were divided into two groups, a lower grade (1 to 3) group and a group of higher grade (4 to 6). The result showed that lower grade group had worse speaking performance than higher grade group, but the difference in listening performance between them was not significant. Both groups asked for potential clarification when they dealt with ambiguous information.
However, it was found that the number of assigned questions may affect the result in the referential communication task. It is suggested that research increases the number of questions or focus on examining one child deeply to get more valuable data. Moreover, all subjects were collected in Northern Taiwan in this study. It is recommended to extend research area to other places in Taiwan in the future.

目 錄
摘要 I
Abstract II
目 錄 III
表 次 V
圖 次 VIII
附 錄 次 IX
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 4
第三節 名詞釋義 6
第二章 文獻探討 8
第一節 參照性溝通之意涵 8
第二節 參照性溝通之發展 12
第三節 參照性溝通之相關研究 14
第四節 聽障兒童之參照性溝通表現 22
第三章 研究方法 25
第一節 研究設計 25
第二節 研究對象 26
第三節 研究程序 30
第四節 研究工具 37
第五節 資料處理與分析 43
第四章 研究結果與討論 47
第一節 聽障與聽常兒童擔任說者的表現差異 47
第二節 聽障與聽常兒童擔任聽者的表現差異 50
第三節 低、高年級的聽常與聽障兒童擔任說者的表現差異 54
第四節 聽常與聽障兒童在低、高年級擔任聽者的表現差異 61
第五節 綜合討論 70
第五章 結論與建議 77
第一節 結論 77
第二節 研究限制 78
第三節 研究建議 79
參考文獻 82
附錄 89

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