Picture Book Reading In Mother And Child Language Study

In modern times, picture book has become one of the most important forms of representation in Literature for children. It conveys story information by character and pictures in common. Different from other forms, such as language or visual-art, it has unique rhythm, special structure and narrative skill. Preschool children are the main readers of picture book, reading picture-book is the primary approach to foster children's literacy. Studies conducted have already indicated that the quality of parent-child interaction would affect the development of children's reading ultimately.Nowadays, the studies on pragmatic development focus on the following aspects: the communicative use of speech, conversational skill and the ability to produce extended discourse. At home and abroad researches about parent-child's verbal interaction have made great progress, focusing pragmatic features of mother and child in various kinds of activities. However, research on mother-child 's pragmatic in the context of picture book reading is almost blank.In this paper, we used the framework of Harvard University to study following issues: the pragmatic features of mother and children, the comparison between mother and children, and the relation between mother-child reading types and pragmatic. The subjects of this study are seventy-five mother-child dyads and children are 36-, 42-, 48-, 54-, 60-, 66-, 72-month-olds respectively. We used "Child Language Data Exchange System", The Abridged Inventory of Communicative Act, Computerized Language Analysis and SPSS to arrange the statistical data.Our work demonstrate: mother-child's using of language mainly depends on particular situation, but in certain types of speech interchanges, the age of children may has some effects on mother's using of language. Mother's speech act can also influence children's using of language and the development of their picture book reading abilities.