抄録
In this we obtained 1815 speech act samples of children in make-believe play, coded and counted along with the speech act theory, at day-care-centers in 4 prefectures of Japan. We sorted these samples into 4 categories, 2 of which were "in "and"out" of the make-believe frame (lines and stage directions) introduced by Garvey (1984) and Giffin (1984). The other 2 categories were "out of make-believe play" (more realistic speech acts) and "confusion" of these, introduced by us (IOPC). On the other hand, from the view point of speech style we sorted these same samples into the two categories of either dialect or standard language (DS). Results of the cross-analysis of IOPC and DS in each age group (3-5years) were as follows. (1) Even 3 year-old children who use dialect language in their daily life used standard language in their lines (speech utterances in a make-believe frame). (2) 3 year-old children uttered more "lines" and "confusions", while 4 year-old uttered more "out of frame" and "out of play", and 5 year-old uttered much more "lines". Based on these results, we made critical discussions of the differentiation-integration hypothesis of fantasy and reality (ex., Scarlett & Wolf, 1979 ; Dilalla & Watson, 1988) and the signifiant-signifie paradigm of make-believe play. We supported the idea of multiple levels of role taking (Giffin, 1984) and proposed the mood hypothesis of make-believe play.
