• 沒有找到結果。

Chapter 5 Discussion

5.3 Limitations and suggestions

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of boys’ negation is delivered with direct strategy. Besides, we also found mitigated devices in girls’ speech. Mitigated devices lower one’s status, and are more polite (Eisenberg and Garvey 1981, Eisenberg 1992). In addition, it is common to see some tactical indirect strategies in peer interaction, such as alternatives, conditional

acceptance, and dissuade interlocutor. However, in our data, girls only used a few with their mother and none of these strategies were found in boys’ negation. Since we mentioned that the difference between boys’ and girls’ negation is a style difference rather than a developmental difference, we may conclude that in the domestic domain, girls express negation to their mother in a more indirect way than boys do.

5.3 Limitations and suggestions

In the presented study, 5-year-old boys’ and girls’ negation within four dyads were analyzed and discussed. Still, there are some limitations in this study. First, since research we cited points out that children’s negation is specific to each relationship, we examined negation in mother-child interaction, and compared our findings with previous findings in peer interaction, hoping to see a more complete landscape.

However, previous findings about children’s negation mostly include only dispreferred meanings, that is, denial and rejection. Other meanings, prohibition, epistemic, inability, nonexistence, and non-occurrence, in 5-year-old children’s interaction are still unexplored. For example, since we found that prohibition is influenced by the variable of social status rather than gender, would there be more prohibition in peer interaction? When and how do children of this age express prohibition to their peers? Also, since children possessed roughly the same physical and mental ability and shared common background knowledge with their peers, would epistemic and inability decrease within peer interaction? Do boys or girls change their

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inability and epistemic behavior in the interaction with peers? Or, the joint context of peer, such as pretend play, makes it more urgent for children to state nonexistence and non-occurrence verbally than in mother-child interaction? Second, despite social status and gender, we found another variable that might influence children’s negation, which is mother’s language. Previous study proved that the mother’s controlling language and responses to children’s certain speech have something to do with how children express certain speech. Also, boys and girls are treated differently. Thus to examine the mother’s speech style and the mother’s response to children’s negation are also important. Lastly, we collected two girls’ and two boys’ data, and some implications we proposed may be clearer if more participants’ data are included.

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