本研究目的在於利用故事結構分析(story grammar analysis)比較國小一年原住民民兒童與一般兒童敘事能力(narrative skill)之差異與原住民兒童敘事特徵。目的在於探討原住民兒童在重述故事的故事結構使用是否與一般兒童有所差異，並且綜合歸納原住民兒童敘事特徵。研究對象取自於南投縣仁愛國小、互助國小，共20名泰雅族原住民兒童與南縣中峰國小22名一般兒童。研究方法為研究者說故事，受試兒童看圖重述故事，而後逐一使用錄音設備錄下其語言樣本，以進行故事結構之分析。故事結構分析項目分別為背景、引發事件、內在反應、計畫、嘗試、結果、回應等七個元素的出現次數進行次數分析與衛氏-曼-惠特尼考驗檢定。研究結果發現原住民兒童與一般兒童在重述故事結構的使用上有所差異。首先，原住民兒童看圖重述故事之故事結構分析項目中，故事結構出現的次數較一般兒童出現的次數少，在『背景』、『引發事件』、『嘗試』與『內在反應』出現次數的平均值在統計差異性達顯著。其次，原住民兒童看圖重述故事之語言樣本分析可歸納出三大特色：(1)原住民兒童使用高比例的簡單句型進行敘事、(2)原住民兒童使用高比例的狀聲詞協助敘事、(3)原住民兒童使用豐富的色彩融入敘事。，與其所屬原住民文化有其相關性。由上述研究結果推論，國小一年級原住民兒童與一般兒童在重述故事的敘事能力表現，利用故事結構分析發現確實有所差異，並針對原住民兒童在重述故事結構的使用與特色進行討論與分析，最後針對未來相關研究提出建議。

The purpose of this study was to explore the narrative skills and characteristics of first grade aboriginal children. The study investigated the ability of aboriginal children to produce oral narratives by comparing their retelling stories to those that were produced by mandarin speaking peers. It was hypothesized that evidence of retelling the stories relative to the story grammar would be exhibited by the aboriginal speaking subjects. There is forty-two first-grade subjects fecund this investigation. Twenty of the subjects from Nantou County met criteria for the aboriginal speaking group. Subjects retelling story through picture-cards after they listened. Narrative analysis included 7story grammar( setting, initiating events, internal response, plan, attempts, consequences, reaction). The retellings stories produced by the aboriginal speaking subjects were compared to those produced by their mandarin speaking peers for differences in 7 dependent measures of story grammar components and have their own characteristics. Differences in the mean number of occurrences of each of the 7 variables were found. The result of the U-Teat analysis revealed that 3 components of story grammar within the stories told by the aboriginal speaking subjects differed significantly from those produced by the mandarin speaking subjects at the level of significance. Besides, the aboriginal speaking subjects have three characteristics. First is the aboriginal speaking subjects use more simple and short sentences in their story. Second is the aboriginal speaking subjects use more adjective to describe some special situation. Third is the aboriginal speaking subjects, use various color in their story. Results are discussed relative to the limitations of the study and implications for future research.
Key Words: Aboriginal children; Narrative skill; story retelling; story grammar analysis.

謝 辭 i
摘 要 ii
Abstract iii
第一章 緒論 1
第一節 研究背景與研究動機 1
第二節 研究目的與研究問題 3
第三節 名詞詮釋 4
第二章 文獻探討 6
第一節 敘事能力的定義與發展 6
第二節 故事結構分析的定義與相關研究 10
第三節 不同文化背景兒童的語言特徵與相關研究 13
第三章 研究方法 19
第一節 研究設計 19
第二節 研究對象 21
第三節 研究工具 26
第四節 研究步驟 29
第五節 資料處理與分析 30
第四章 研究結果 31
第一節 故事結構分析研究結果 31
第二節 故事長度分析研究結果 37
第五章 研究討論 40
第一節 原住民兒童重述故事結構分析與討論 40
第二節 原住民兒童重述故事結構分析與特徵 44
第三節 研究限制 47
第四節 未來研究之建議 49
第五節 臨床意義 51
第六節 結論 52
參考文獻 54
壹、 中文文獻 54
貳、 西文文獻 56
附錄 60

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