老年社會語言學研究：樂齡學習情境下的老齡談話及與老人之溝通策略探討
陳錦慧
DOI:10.6283/JOCSG.2015.3.1.21
下載PDF檔 ( 已下載次數：2311)
中文摘要 隨著台灣老化速度的增快，語言學的研究值得思考如何逐漸發展與老年相關的議題或與西方語言學界在語言、社會與老年研究思維角度的接軌。然而，如今台灣在老人社會語言學的研究，仍屬鳳毛麟角。本研究因此以此方向，做為主要研究標的。值得一提的是，儘管傳統的社會語言學者，偏好將「老年」視為老人在語言使用所展現的語言變異（多半反應退化的概念）的重要解釋因素，本研究將以不同的角度與跨領域的理論架構，檢視語言（使用）與老年之間的關聯。
接續二十多年前英國社會語言學家Nik Coupland和Justine Coupland結合社會心理學與人際語言與傳播學所延伸出的語言、社會與老年之研究取向，此研究將利用多種質量兼具之研究方法（半結構式面談、問卷調查、自然對話語料收集、相關性統計分析、社會心理之言談分析）進行資料收集與分析。並且專注於特定的語言使用情境（樂齡學習），以該情境下的相關參與者（教師與老人學員）為研究對象，分別於第一階段探討教師對於老年與老化的認知，如何影響他們與老人學員的語言溝通行為。第二階段則以老年學員為對象，探討他們於自然對話情境或面談引導情境下，提及老年時的各種語言策略與情境特徵（包含其展現的社會或互動功能）。
本研究的目的與應用性，可分為三個層次：(1)樂齡學習情境中，與老人互動的各種語言溝通行為的適切性探討；(2)檢視語言與對話情境外之社會文化的關聯性，觀察老年歧視意識形態或刻版印象的強化與否；(3)將語言學研究與跨領域的社會功能相互連結，如何透過語言研究促進老人友善的環境以及如何透過語言研究加強樂齡學習的效益。本研究將是第一份在此相關議題上著墨的台灣文獻，得出的結果將有助於學術界進行東西差異之比較。
關鍵字：老人社會語言學、語言與老化、高齡教育、溝通策略、老人、年齡身分
文章建立時間：2015-01-25
引用格式(APA)：
陳錦慧(2015)。 老年社會語言學研究：樂齡學習情境下的老齡談話及與老人之溝通策略探討。
福祉科技與服務管理學刊， 3(1)， 21-34。
Exploring gerontological sociolinguistics in senior educational contexts: age telling strategies and communication with elderly learners
Chen, C.-H.
English Abstract As a response to the dramatically ageing population in Taiwan, it is advised that Taiwanese linguists should consider conducting language studies in relation to ageing and older age. However, in existing literature, such studies are rather rare. Hence, the aim of my research is to make a contribution to fill in this research gap. Traditional sociolinguistic studies tend to treat older age as an explanatory factor to predict language variations that reflect a decremental tendency in communication competence as a consequence of ageing. My research, however, takes on a different (but constructionist) research orientation to investigate discourses of ageing and older age.
Following the sociolinguistic trajectory established more than 20 years ago by British sociolinguists, Nik Coupland and Justine Coupland, blending social psychological and interpersonal communication analytic perspectives, this current study adopts multiple qualitative as well as quantitative data-collection and analytic methods (e.g. semi-structured interviews, questionnaire survey, natural conversations, statistic analysis, discourse analysis ) to approach questions regarding language and communication with the elderly and age disclosure behaviors in a specific context, that is, senior education or engaging in learning activities at later life.
In conclusion, the research purposes can be unfolded into the three different layers: (1) to monitor the appropriateness in the language and communication with elderly learners in senior educational contexts (2) to associate language and communication studies with the wider social and cultural contexts from which the examined narratives and natural conversations are produced with a special interest on whether they reproduce, challenge or reinforce ageism or age stereotypes (3) ultimately to enhance the awareness of the role our daily use of language with the elderly plays so as to create an elder-friendly society as well as to increase the communication gratification elderly learners receive in the learning processes.Keywords：Gerontological sociolinguistics, discourse and ageing, senior education, communication strategies, the elderly, older age identity