| Children's ability of language using is the force and source of their other capabilities(Snow,1999). Researches of pragmatic development have made great progress, especially focusing on pragmatic features of mother-child's interactivities. However, how mothers with different education produce an impact on children's pragmatic development in Chinese cultural settings hasn't been research.This paper, combining the quantitative method with the qualitative one, studied communicative acts both in children aged from 3 to 6 years old and their mothers with different education, comparatively. We try to explore whether mothers with different education could have an effect on children's pragmatic development in Chinese cultural settings. By using the framework of Children's Language Development of Harvard University, we had the statistics analysis of communication acts in 140 mother-child dyads, in which children were 36,42,48,54,60,66,72 months respectively in the quantitative research. Thus we found the general characteristics of language using of mother and children aged from 3 to 6 years old with different education in experimental circumstance. On the other hand, in the qualitative study, the paper, adopting methods of observing video disks, analyses the longitudinal data of 4 mother-child dyads with different education background so as to inspect the features of communicative acts in natural situation between children and their mothers who have different education.Our work demonstrate: The types using by children are similar in communicative acts between children and mothers who have different education background. Mothers with different education background used different mother-child's communicative interactive pattern. Mothers with high-level education background prefer the "high-control" pattern, on the contrary, mothers with low-level education background are tend to the "low-control" pattern. This kind of difference also made children different feedbacks in communicative acts. |
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