Part I. Introduction 

    The child we observed is our group member’s nephew, which makes it easier for us to get acquainted with him. The child is named XXX, (1;11). In our report we’ll use his English name “Prince.” He grows up in a multilingual environment—Mandarin, Taiwanese and a little English. Prince has one elder brother, Michael. The influence Michael brings to him will be discussed later.

    We observed Prince three times and each time we stayed for about two hours (1); most of the time we would play with him. It not only helped us get closer to Prince, but also made him talk more. During our observations, due to the unclear pronunciations sometimes we still needed the family members’ explanations to understand what Prince was talking about. And the biggest difficulty we encounter when transcribing the tapes is that there are some of Prince’s pronunciations that we are unable to transcribe correctly in Pinyin system.
     (1) Teacher's comment: Over how long a period of time were the three observations spread? Is 1;11 his age at the beginning or at the end of the observations?  (In the Appendix, there seem to have been four observations--?)

    The report mainly has seven parts (from A to G), each part concluding first our findings, followed by the chart, and then the discussion.  From Part H to Part I are some other interesting points we found. Along with the report are the appendices—Appendix I, transcriptions of the tapes, and Appendix II, some analysis of the transcriptions.

    In our findings, what we use is the Pinyin System, and the numbers “0,1,2,3,4” represent the tones in Mandarin (0 represents 輕聲 (2)). Also, the Pinyin described in Part A is the actual pronunciations of the observed child; however, though we also adjust the Pinyin System for other parts of the findings, the child’s pronunciations are revised into standard pronunciations, because we think in other parts the child’s pronunciation is not the focus.
    (2) Teacher's comment: the neutral tone.

Part II. Findings and Discussions
A. Production Difficulties

   From our observations, we found that Prince’s pronunciation was not very clear and he seems to pronounce most words with the back of the tongue and the velum when he speaks. For instance(3): 

 Through the language learning process, children learn how to speak like adults speak. When young children try to speak, the problems they have in pronouncing the exact sound might be, by our observation, due to the fact that they are still at the age of practicing controlling the muscles of their tongue. The fact that the child keeps on drooling whenever we visit him during our observation period supports this idea. Besides, we suspect that the child’s unclear pronunciation of words also relies on what they see and imitate. The child watches how people around him use their mouths to speak and mimic them. However, he only copies down the way people move their lips but doesn’t notice people also move their tongues when talking. It is easy to see how people move their lips and imitate so the child has no problem in saying ‘ba² ba²’ and ‘ma³ ma³’, but children cannot see how people use their tongues.  And also, we find children’s lack of upper front teeth may also be a factor that makes children’s words blurred. Gradually, as children grow up, they may improve their pronunciation by comparing how that of other people differs from theirs or through people’s reminding.
    (3) See MLA 3.7 on labeling tables and figures.

B. Reduplication

    Comparing each observation, we found that Prince kept speaking most words we listed below in reduplicated form instead of adult form. One exception we found was the word “candy.” In TapeⅠhe spoke “tang³ tang²” instead of “tang² guo³,” but in TapeⅣhe spoke “tang² guo³.”  (3)

    Like many children, Prince also reduplicates some words, especially nouns. What we are interested in is the question of whether it is the child’s nature to have reduplication in their language development or it is the influence of Baby Talk to make them talk this way. We find that Prince learns most of his reduplications from Baby Talk.

    There are two main reasons to support our statement. The first one is that when we interviewed Prince’s family, we asked them a question: are you aware that you used reduplications to talk with Prince before he could utter any word? The answer is positive, and it supports the idea that Prince learned it from what he heard, because he might assume that it is the way people talk and how those words should be pronounced. The second reason is due to some examples in Prince’s talking. We observed that Prince’s reduplications always followed the adults’ saying them first. In most of the samples, the adults would use reduplications in their talking to Prince or in questions given to Prince, and then Prince would follow the forms they used to reply to them.

    If the adults didn’t give such models at first, Prince would not imitate them. The word “tang² guo^3” is the best evidence. In Tape I, the mother leads Prince’s talking by asking him whether what he wants is “tang³ tang^2” or “bing³ bing².^” Therefore, Prince imitates his mother’s talking and says “tang³ tang².^”  However, in Tape IV, when Prince was asked, “What’s that?” he replies “tang² guo^3” instead. This shows that without being interfered with, Prince could say those words in formal forms, which he learned at a later age when he knew that “tang³ tang^2” and “tang² guo^3” share the same meaning. Although we believe that most of Prince’s reduplications come from Baby Talk, we don’t deny there might be the influence of “paying attention to the ends of words"—one of the U.O.P— to make Prince reduplicate words by himself. After all, it is easier for children to learn words by repeating one morpheme than by saying two or more morphemes at the same time. (4)
    (4) Teacher's comment: How would this UOP be a factor in reduplication? In the examples you
                                   collected, is it always the last part of a word which is reduplicated?

C. Repeating the last word of a sentence

       We found that sometimes Prince just repeated the last word of a sentence when he had the interactions with adults. For example(3): 

    From these examples, it is not hard to see that Prince tends to pay attention to the ends of words. (5) This might result from the length of children’s memory. When they hear a sentence, if they understand it, it is not necessary for them to know what words are exactly in the sentence. They get the meaning without needing to remember all of the words. However, the freshest word in their mind must be the end of words. Consequently, they tend to repeat the last word for different purposes. For instance, in Tape I, Prince just repeats “ge¹,” which we interpret as showing that he understands the statement and agrees with it. In Tape III, Prince repeats “tuo¹” to ask us to draw him a picture, as Peggy demands him. Also, he repeats “dao^4” to answer the question. We think it is a very smart way to just use one word and then conveys all the meanings he wants to say. This is more convenient and efficient, at least, for them. Besides this, we find that Prince seems not only to have the ability to know when he could use this strategy, but also to have the sense to comprehend what words don’t have real meanings, so that he wouldn’t repeat them on this occasion. In Tape III, when Peggy asks him “ni³ yao⁴ a⁰ yi² hua⁴ yao⁴ bai⁴ tuo¹ a⁰!” Instead of repeating the last word “a⁰,” which is only a particle without semantic meaning, Prince chooses to repeat “tuo¹.^” This amazing finding makes us believe that children may not just repeat the ends of words without consideration. In fact, what is in the processing of this strategy might be more complicated than we think, since they need to understand the meaning of the sentences first, and then to decide whether it is suitable to use this method in replying, and at last maybe they also need to find out if it is meaningful to repeat the last word. (6)
     (5) Teacher's comment: Or the ends of longer units--utterances?
     (6) Teacher's comment: Very interesting observation.

D. Frames

    We found some frames that Prince learned and often used. Prince used “      hao³ bu⁴ hao³?” very frequently, when he tried to ask adults’ permission or ask adults to do something. For example, in TapeⅢ when he wanted adults to draw a picture of a hand, he said, “hua⁴ shou³ hao³ bu⁴ hao³?”          (‘Please draw a hand.’) Another example was in Tape III when he wanted to ask adults to buy something, he said, “yi²—qu⁴ mai³ guo³ jiang⁴ hao³ bu⁴ hao³”(‘Aunty, please go buy some jam.’)

   Most of the time, Prince used the frame “      yao⁴ gu⁴ na³ li³?” when seeing adults were going to leave the house. He used “zhe⁴ shi⁴      .” when he indicated names of things or answered adults’ question “What is this?” In one of the examples in Tape III, he said, “zhe⁴ ge⁰ shi⁴ tian¹ xian⁴ bao³ bao⁰.” (‘This one is a doll of Teletubies.’) And he used “wo³ yao⁴      .” to tell adults what he wanted. Examples in Tape IV: “wo³ yao⁴ chi¹ rou⁴.”(‘I want to eat meat.’) and “wo³ yao⁴ tang²guo³.”(‘I want candies.’) The next table shows some of his frames:   (3)

    Frames here can be viewed as a strategy that the child adopts to simplify and categorize the language he is learning. He uses sentence patterns to do basic but effective communication. A sentence pattern to him is a union that expresses a certain idea. He fits different words into a basic sentence pattern to fill the main theme of it but the essential idea doesn’t change. Through this strategy, the language system to him is much simpler. He learns new names and puts them into the sentence patterns to create new sentences. This is very convenient and as he grows up, we think he will have more sentence patterns which then construct his own language system. (7)
    (7) Teacher's comment: Might his use of frames also have been influenced by frames in his input?

    Prince learned English words “apple” and “banana” from his aunt, and he learned Taiwanese (examples like /va⁴/) mainly from his grandparents.

     The child is born in a multilingual environment with Mandarin, Taiwanese and a little English. He now may not have the concept that there are many different languages in the world. To him, there is only one language that has many different sounds to name things and is used to communicate. He combines what he learns to express himself after figuring out how to pronounce them and what they mean, even if the words in a utterance belong to distinguished language systems. Now what he says are mixed with all the languages he learns. Because people who live with him can understand his usage fairly well, at present, he does not consider the problems of different languages. However, maybe when he attends kindergarten, he will encounter other children who have never learned Taiwanese or English and at that time, he will discover the boundary of different languages and gradually divide his language into different system to achieve communicative purpose. (8)
    (8) Teacher's comment: To what degree are codes separated or mixed in his input? Do his 
                                   grandparents, for instance, speak mainly Taiwanese to him?

F. Social Usage

    We observed that Prince knew quite a lot of social usages to have good interaction with people. Next, we would offer some examples to illustrate it. After others did something for him or gave him something, adults would ask him “What should you say?” and he seemed to know that he needed to say, “xie⁴ xie⁴.” When answering the phone, he said “wei²” to start the conversation on the phone. After adults’ demonstration, he repeated  “zi⁴ ji³ na²” when serving guests something to eat and “you³ kong⁴ zai⁴ lai²” when guests were leaving. And he said “Bye” or “Bye-bye” frequently when other people were leaving.  

     Certain words which are required in particular circumstances is what we categorized as social usage. These words are only meaningful when being used together as collocations and children learn them as a whole thing instead of learning by separating parts. Through our observation, we find how our example child became used to or practiced the social usages through his mother's or relatives’ constant instruction. For example, when the child asks for help, he is required to say something for his requirement and also when someone finishes the requirement for him. The social usage learning in the child’s language development is not a spontaneous process. In some ways, he is forced to learn in order to enter the society.

G. Spatial Cognition

       In this part, Prince used “pointing” when talking about the direction, such as “outside,” “here,” and “there” or when he indicated “this” and “that.” The third example we listed below, when we asked him “ba² ba² zuo⁴ na³ li³?” he answered “zuo⁴ ho⁴ . . . ho⁴ ho⁴ ho⁴ ho⁴ mian⁴” along with the pointing to the backseat of a toy car. (9) Should the table below include information on the gestures accompanying Prince's utterances?

     As we know, spatial cognition is something abstract, not so easy for young children to acquire as concrete things. During these three times visiting, Prince shows great comprehension of space. When we played cars with him, we tried to find out how much spatial cognition he had. Therefore, we asked him where he would park his car, and he would answer “ting² zai⁴zhe⁴ li³” together with using the gesture to point to the place he chose, which was near him. We tested him again by asking him where he parked Daddy’s car, and then he pointed outside saying “ting² zai⁴wai⁴ mian^4.” We also asked him where Daddy sat, and he pointed to the backseat and said “zuo⁴ ho⁴ . . . ho⁴ ho⁴ ho⁴ ho⁴ mian⁴.^” Although this seems a little different from what the real situation is (the driver seat is where his father usually sits), we still assume that Prince could know exactly the concept of space, since he pointed to the backseat and said the right words to correspond with it.

     Besides this, he also knows the meaning of “up” and “down.” What’s more important is that we observe Prince can tell the difference between “here” and “there.” For example, when he wanted to eat something near to him, he would point to it and said “zhe⁴ ge⁰,^” and he uttered “chi¹ chi¹ chi¹ na⁴ ge^0” when the thing he wanted was far from him. During these experiments, the most interesting one is when Peggy suddenly disappeared from Prince’s eyesight, and made a phone call to him in a corner. He picked up the phone and found out it was Peggy, and he started to have a confused face, which seem to wonder where Peggy was now, since she was just there a second before. Therefore, he started to look around and found out Peggy was in the corner, so he started to talk with her. When Peggy asked him “Where are you,” it is quite interesting that instead of replying “at home,” he said “here.” This made us laugh for a while, because Prince didn’t seem to understand the information he provided didn't let the listener have any clue where he was, if the caller phoned from outside.

     However, after second thought, we got quite a different view of his answering.  First, Prince knew that Peggy was inside the house, since Peggy didn’t go out.  Second, when Peggy was talking to Prince, he saw her just around the corner, which told him that he was inside the range of Peggy’s sight. As a result, when Peggy asked where he was, naturally, he would say “here” in response. If he didn’t know where Peggy was, maybe he would have made a different response, such as "at home" or "in the living room." Actually, we are quite amazed at Prince’s spatial comprehension, as the example suggests.

H. Gesture: pointing and action

    There are many gestures involved in Prince’s talking. When saying “Bye-bye,” he waved his hand. He used pointing along with speaking to express clearly what he meant and what he wanted. In one example in Tape I, when saying “wai⁴ mian⁴”(‘outside’), he pointed to the direction of the windows. In another example in Tape IV he said “na⁴ ge⁰” and pointed to one dish to answer the question “Which dish do you want to eat?” Sometimes, he just did the action without saying a word. For example, when adults asked him to give them a toy car, he would give the car to adults.

I. Comprehension

    (11) During our observations, we noticed that oftentimes Prince would be very silent and totally  absorbed in watching what Michael was doing or saying. After that he would imitate what Michael said or did. For example, when Michael pronounced “O yi O yi O yi” like an ambulance’s siren, Prince would imitate him immediately and started to make some sounds like “O yi O yi O yi.” In another sample, when we played cars with Michael and him, they asked us to add gas for their cars. Therefore, we made some gestures to pretend that we helped them add gas. As soon as Michael said, “It is enough for my car,” Prince said the same thing. In Tapes III and IV, you could see many other examples.

     This makes us curious about the role Michael plays in Prince’s language acquisition. We interviewed Prince’s family and found that Prince seems to take Michael as a model to acquire language. The reason might be due to their playing together all the time.  Prince interacts most frequently with his elder brother, Michael. According to the reference, we believe that Michael has positive influence on Prince’s language acquisition. The main reason is that Michael is one year older than Prince, so it is reasonable to presume that his language performance must be better than Prince’s. As a result, Prince has lots of opportunities to pre-learn what he is supposed to acquire at three years old by keeping imitating his brother. Although Michael doesn’t have clear pronunciation as we adults do, we think Michael’s input may be as important as our Baby Talk, since Prince shows a great zeal for imitating his brother rather than other adults. Therefore, whenever Michael says something more complicated than he could do, Prince may try to imitate it again and again until he acquires it. Consequently, Prince has premature language development. His family also told us that Prince could express what he wants to say mostly in sentences, though sometimes he still needs the help of “scaffolding.” In our interactions with Prince, we also think Prince knows quite a lot more about language than we imagined, and we believe Michael makes a great contribution to this.  (12)
    (11) Teacher's comment: What age is Michael?
    (12) Teacher's comment: Good observations on the influence of an older sibling.

Part III. Conclusion

    Besides the findings listed above, there is still one interesting point. Children’s personal interests also have influence on their language acquisition. Children’s interest in particular things has a great effect on their language exposure. The example child we have knows many special terms about cars, such as their types and the associated terminology of automobiles. Because he is highly interested in the subject so that according to this, adults may buy him more toy cars with different brand names and teach him things about cars. Therefore, he has more chance to gain knowledge in this area and learn more about it.

    In conclusion, Prince’s language acquisition that we discovered in observations mostly fit the features that this course has mentioned. From the discussions, such as reduplication and code switching, we find the importance of the environment as well as scaffolding for the child. Yet still what impresses us the most is the ability of competence and performance the child actually has. Before taking this project, we hadn’t thought much about the complicated process a child goes through and the effort he has to make in order to learn to speak. Through the close observations and analysis, we realized that the ability of language development for a child—even when he is still a baby who can’t even utter a word—is far beyond our imagination.   (13)
    (13) Teacher's comment: Good presentation of information. Very interesting observations and analyses.

Appendix I—Transcriptions

Tape I—23, October

(Prince在吃糖果)
Prince’s mother：為什麼流口水？她們都是誰？
Prince：這個偶(我)--咬不共(動)
(哄堂大笑)
Prince’s mother：那餅餅好不好？
Observer 1 ：要不要吃？這是什麼？
Prince’s mother：餅餅還是糖糖
Prince：餅-糖糖
Prince’s mother：這是餅餅啦
Prince：餅餅
Prince’s mother：你沒問阿姨要不要吃
Prince：阿姨不要吃
Prince’s mother：鈞鈞要不要吃餅餅
Prince：不要這個我咬不動
Prince’s mother：你那個糖糖咬不動是不是
Prince：糖糖咬不動
Prince’s mother：那餅餅好不好
Prince：好

Observer 1 ：這是什麼車？卡車
Prince：卡柯(車)
Prince’s mother：你坐過來這邊跟阿姨一起玩車車好不好
Prince：好
Observer 2：我們一起玩車車
Prince：蓋車(賽車)
Prince’s mother：賽車喔

(Prince在玩車子，車子相撞後翻覆)
Prince：撞…撞…跌倒了…跌倒…跌..跌倒了！
Observer 2：小心開車唷Prince：不要撞到CEFIRO(lo)

Observer 1 ：那這台車停在哪裡？
Prince：ㄍ一ㄍ一/(你停)在這裡
      ㄍ一/不下了…ㄍ一/不…ㄍ一/不下了
      啊！ㄍ一/不下了

Observer 3：這(糖果)要不要？
Prince：我咬不共(動)
Prince’s mother：吃糖糖會蛀牙
Prince：牙—
Prince’s mother：吃糖糖會蛀牙
Prince：牙— 

Prince’s mother：那爸爸車車要停在哪裡？
Prince：ㄍ一/ㄍ一/在這ㄞ\面
Prince’s mother：最後面唷？
Prince：ㄍ一/在哪裡？
Prince’s mother：停在哪裡我不知道
Prince’s mother：你太大台了啦，拿下來，那是停小車車，拿下來
Prince：好 

Prince：你看歌歌(車車)
Prince’s mother：你看車車
Michael：沒有位子停了
Prince’s mother：沒有位子停囉？那怎麼辦？
Prince：有位ㄍ一\/(子)
Michael：剩一點點位子而已
Prince’s mother：剩一點點位子而已喔
Prince：有位ㄍ一\/(子)
Prince’s mother問Michael：醫生怎麼跟你說？他說你可以吃糖糖嗎？
Michael：可以
Prince：吃港港(糖糖)會蛀搖(牙)

Prince：輪子…輪子要走了
Prince’s mother：那輪子有沒有髒髒？
Prince：沒有
Prince’s mother：你有沒有幫它洗車
Prince：有
Prince’s mother對Michael說：你尿尿在輪子上對不對
Prince：我尿尿爸爸輪子

Observer 1 : 這是什麼?
Prince: g…bi ju (這BMW).
Observer 1 : BU喔,好漂亮對不對?誰送的?
Prince: g爸爸g (這爸爸的).
Observer 1 : 爸爸的喔.
Prince: g爸爸g bi ju (這爸爸的BMW)
Observer 1 : 那是什麼顏色,好漂亮喔. BU, BU.
Prince: un g…??? g un g (輪子…???有輪子).
Observer 1 : 有輪子喔.
Observer 2: 有幾個輪子?幾個?
Prince: 5, 5個.

* * *

Prince: g i jan g un g (這一樣的輪子)
Observer 2: 一樣的什麼?
Prince: i jan g un g (一樣的輪子)
Observer 2: 一樣的輪子喔, 輪子在哪裡?
Prince: gai g gi (在這裡)
Observer 2: 在這裡喔.
Prince: un g be g g gan gu (輪子被車子擋住).
Observer 2: 輪子被車子擋住.

* * *

Observer 1 : Prince!
Prince: B…U…(BMW)
Observer 2: BU喔.
Prince: BU…爸爸…
Observer 2: 爸爸?
Prince: 爸爸 guo g gi (爸爸坐這裡)
Observer 2: 爸爸坐這裡喔.
Prince’s mother: 爸爸坐哪裡?
Observer 2: 坐哪裡? 爸爸坐哪裡?
Prince guo o…o o o o men (坐後…坐後後後後面)
Observer 2: (laughts) 坐後後後面.
Prince’s mother: 媽媽呢? 媽媽坐哪裡?
Prince: guo g gi (坐這裡)
Prince’s mother: 坐哪裡啊! 那你呢？ 你坐哪裡?
Prince: guo g g, guo bi ju (坐這個…坐BMU)

* * *

Prince’s mother: 媽媽問你喔,這雪碧冰冰的還熱熱的?
Prince: g…(熱…)
Prince’s mother: 啊? 是冰冰的還熱熱的?
Prince: bin bin g (冰冰的)
Prince’s mother: 你洗澡的水是熱熱的還冰冰的?
Prince: bin bin g (冰冰的)
Prince’s mother: 你洗澡的水是熱熱的還冰冰的?
Prince: …

* * *

Observer 1 : 君君,幫我講故事給我聽好不好,我要聽故事,哪一個故事好聽?
Prince: g g (這個)
Observer 1 : 好, 那君君講故事. 這是什麼?
Prince: g …爸爸 (是…爸爸)
Observer 1 : 爸爸啊,那爸爸在哪裡?
Prince: gai g gi (在這裡)
Observer 1 : 哇, 那他是誰?
Prince: g ma ma (是媽媽)
Observer 1 : 他是媽媽嗎?
Prince: un…gai ja go go (嗯…太陽公公)
Observer 1 : 什麼?
Prince: gai ja go go (太陽公公)
Observer 1 : 喔, 太陽公公! 那他是誰?
Prince: ga g爸爸 (那個爸爸)
Observer 1 : 這是什麼故事?
Prince: ?…ga g gu gwo g ku ku (?…那個是巫婆的故事).
Observer 1 : 喔? gu gu ?…
還有這是什麼?阿拉丁嗎?
Prince: g g …(這個…)
Observer 1 : 那他是誰?
Prince: gou gai gan (桃太郎)
A to Observer 2: 你叫他講故事好了.
Prince: 阿姨 gia gu gu (阿姨講故事)
Observer 2: 我不要講故事.
這是什麼?
Prince: bu g gau (不知道)
Observer 2: 這是不是狗狗?
Prince: g g…g g 狗狗 (這個…這個狗狗)
Observer 2: 狗狗吃什麼?
Prince: 狗狗 g 骨go (狗狗吃骨頭)
Observer 2: 吃骨頭…啊貓咪呢?
Prince: 狗狗…
Observer 2: 貓咪呢?
Prince: 狗狗 g 骨go (狗狗吃骨頭)
Observer 2: 貓咪呢?
Prince: mau 咪 g ju (貓咪吃魚)
Observer 2: 啊猴子呢? 猴子吃什麼?
Prince: go g…bagaga! (猴子…banana!)
Observer 2: 啊兔子呢?兔子吃什麼?
Prince: 狗狗…
Observer 2: 狗狗?! 那這是誰?
Prince: g… g mei mei (這…個妹妹)
Observer 2: 這是什麼?
Prince: g`g gou ba gu.
Observer 1 : 小白兔.
Observer 2: 這個呢?
Prince: 狗狗.
Observer 2: 這個呢?
Prince: 狗狗.
Observer 2: 這個呢?
Prince: jou mi (貓咪).
Observer 2: 那這個呢?
Prince: mu…a
Observer 1 &  Observer 2: 馬!
Observer 1 : 那這個呢?
Prince: moz
Observer 2: 猴子.
Observer 1 : 那這個呢?
Prince: gan gi gu.
Observer 1 &  Observer 2: 長頸鹿.
Observer 1 : 那這個呢?
Prince: ga gia
Observer 1 &  Observer 2: 大象.

Prince: 我想喝果汁
Observer 1: 等一下再喝
Observer 1: 這個是誰?
Prince: 巴布
   哥哥好高換 (哥哥和我交換)
Observer 1: 哥哥和你交換喔. 哪一台?
Prince: 這裡這裡
Observer 1: 這個喔?
Prince: 是
Observer 1: 阿你這台是什麼?
Prince: 是BU (BMW)
Prince: 偶有去拿一台
Michael. (M): 你再去拿一台
Prince: 阿兵哥吃牙此黑颼颼(台語)

Observer 2: 你洗澡洗好了沒?
Prince: 洗好了
Observer 3: 誰幫你洗澎澎的?
Prince: 阿兵哥吃到牙此黑颼颼(台語)

Observer 1: 阿嬤呢?
Prince: 在煮飯
Observer 1: 你吃飽了嗎?
Prince: 不要不要吃
Observer 3: 那弟弟吃飽了沒?
Observer 1: 阿姨問你ㄝ
Prince: 有
Prince: 碰蹦 蹦蹦
   蹦抱巴布
Observer 1: 抱巴布喔?

Observer 3: 你受傷了有沒有痛痛?
Prince: 痛痛
Observer 3: 受傷要去哪裡?
Prince: 去醫院
Observer 1 & Observer 3: 去醫院喔

Prince: ㄐㄧˋ察車 (警察車) ; 溜滑ㄊㄧˊ(梯)車; 挖土機 挖土機
Observer 3: 這是什麼?
Prince: 車車
Observer 3: 是誰的?
Prince: ㄨㄛˋ 的 (我的)
Observer 1: 你的喔 誰買的?
Prince: 媽媽買的
Prince: ㄓㄜ˙子壞掉了 (車)
Observer 1: 壞掉了喔  會不會修理?
Prince: 不會
Observer 1: 好遜喔  叫阿姨幫你看看好不好?
Prince: 好
Observer 1: 那你要說什麼?
Prince: 謝謝
Observer 1: 跟誰謝謝?
Prince: 謝謝
Observer 1: 跟誰謝謝阿?
Observer 1: 阿姨
Prince: 阿姨

Observer 3: 這是誰的?
Prince: 我的
Observer 3: 你的, 是嗎?
Prince: 是爸爸的BU
Observer 1: 是爸爸的BU嗎?
Observer 1: 爸爸的不是CEFIRO嗎? 爸爸的車是CEFIRO或BU?
Prince: CEFIRO
   BU BU BU
Observer 1: 那CEFIRO呢?
Michael (M): 交換
Observer 1: 為什麼要交換, 你都拿比較難看的給弟弟
M: 一模一樣的
Prince: 我的  我的  不要  阿~~~~~~~~

Observer 3: 這是什麼顏色?
Prince: ㄉㄜ色 (黑色)
Observer 3: 什麼色?
Prince: 黑色
Observer 1: 黑色嗎?
Observer 3: 真的嗎?
Prince: 真的
Observer 3: 均均這是什麼色?
Prince: 是阿婆色

阿媽 (Ma): 你們叫阿姨吃
Prince: 阿姨ㄔˊ(吃)
Prince: 偶要吃蘋果(一個)好不好?
Ma: 叫阿姨一起吃
Prince: 阿姨一起(自己)?吃
Ma: 叫阿姨自己拿
Prince: 自己拿
Observer 3: 這是什麼?
Prince: Apple
Observer 3: 這是什麼?
Prince: Apple
Observer 3: 這是Apple嗎?
Observer 1: 亂講 你都不專心
Observer 3: 這是什麼均均?
Prince: 這是巴辣
Observer 1 & Observer 2: 巴辣
Observer 4: 我要香蕉 香蕉在哪裡?
Ma: 他會跟你說Banana 他不會說香蕉
Prince: 沒有
Ma: 沒有 沒有買啦
Prince: 沒有買                  
Ma: 我沒有去菜市場買
   說我沒有去菜市場買阿
Prince: -----------------

Observer 3: 均均好不好吃?
Prince: 咬不共 (動)
Observer 3: 這是什麼色?
Prince: 咖啡
Observer 3: 咖啡色
Prince:好丑色 (小丑色)

Observer 4: 均均你要不要畫圖?
Prince: 要
Observer 1: 拿紙給你好不好?
Prince: 好
Observer 1: 誰要畫圖?
Prince: 偶要畫讀
M: 偶也要畫      
Prince: 畫車車           
Observer 3: 畫車車喔
Observer 1: 你會畫嗎? 哇 小力阿 這是什麼?
Prince: 是車車
Observer 3: 你的輪子在哪裡?
Prince: 在這裡
Observer 4: 畫狗狗好不好? 旺旺旺
Prince: 這是狗狗
Observer 4: 好可愛喔 你畫喵咪好不好?
Prince: 喵咪
Observer 4: 那你會不會畫恐龍?
Prince: 這是恐龍
Observer 4: 均均畫蘋果 這是什麼?
Prince: Apple
Observer 4: 那你畫那個巴辣
Prince: 這是Apple 有巴辣
Observer 4: 那這個是什麼? 均均
Prince: 這是飛機
Observer 1: 這個是飛機喔 哈
Prince: 對

Observer 1: 猴子吃什麼?
Prince: 吃Banana
Observer 1: 狗狗吃什麼?
Prince: 吃Banana
Observer 1: 狗狗ㄋㄟ
Prince: ----------

Prince: 畫BU 阿姨畫BU好不好?
Observer 1: 你要阿姨畫要拜託阿
Prince: 脫               
Observer 1: 要畫什麼?
Prince: 畫BU
Observer 3: 來畫BU

M: ㄛ一 ㄛ一 ㄛ一
Prince: ㄛ一ㄛ一 ㄛ一 ㄛ一…………..
Observer 1: 這是什麼?
Prince: 打壞人
Observer 1: 打壞人ㄛ
Prince: 是 打壞人
Observer 1: 哪裡有壞人?
M: 這會釀好不好 會釀
Observer 1: 會釀? 月亮
Prince: 那是Apple
Observer 3: Apple是這樣子
Observer 4: 均均還要什麼?
Prince: 月釀 (亮)
Observer 1: 你還要畫什麼跟阿姨講
Prince: ㄒ一 ㄍㄡˋ
Observer 3: 哼?
Observer 1: 西瓜
Observer 3: 你再說一次
Prince: 西瓜
Observer 3: 好 西瓜
Prince: 對
Observer 1: 他都講西ㄍㄨㄛˇ
Observer 3: 好 你再講一次 西瓜
Prince: ㄕ 瓜
Observer 3: 哪一顆是西瓜?
Prince: 這顆
Observer 4: 你還要什麼我幫你畫
Prince: Apple
Jo 你要Appleㄛ  還有呢?
Prince: 還有 ㄆ一 ㄌㄧㄠˇ
Observer 1: 哼?講清楚
Prince: ㄆ一 ㄌㄠˇ
Observer 1: 西瓜是不是?
Prince: 是
M: 偶要Pizza偶要Pizza    
Observer 1: 你要Pizza喔             
Prince: 是                        
Observer 3: 誰要 Pizza, 來這是香腸      
Observer 3: 均均畫圖好不好            
Prince: 好
Observer 3: 你要畫什麼
Prince: 車車
Observer 3: 什麼車
Prince: 賽車
Observer 3: 賽車
Prince: ㄗㄞˋ車  畫ㄗㄡˇ(手)好不好?
Observer 1: 自己畫好不好?
Prince: 不要 阿姨畫
Observer 1: 那你要說什麼?
Observer 4: 畫好沒
Prince: 畫好了
Observer 1: 這個手是誰的?
Prince: 是偶的
Observer 1: 是你的喔

Observer 4: 均均喜不喜歡唱歌?
Prince: 喜歡
Observer 4: 那你會唱什麼歌?
Prince: 歌一
Observer 4: 歌比?
Observer 1: 哼?唱什麼歌?
Prince: 哥哥爸爸
Observer 1: 哥哥爸爸 然後呢?
M: 我會唱一ㄤˇ
Observer 4: 哥哥爸爸
M: 造飛機 造飛機 造飛機 造飛機
 
 
Observer 1: 造飛機 造飛機……蹲下去…….
Prince: 蹲…..我的飛機一 一 ….
蹲下去 蹲下去我的飛機一
ㄨㄚ~~~~ 一ˋ
灰上去  灰上去 灰到…….一       All: 哇~好棒喔

Observer 3: 這是什麼?
Prince: 這是飛機
Observer 1: 是飛機喔
Observer 4: 是誰買的?
Prince: 媽買
Observer 4: 媽買喔
Prince: 偶買的
Observer 4: 你侑 你買的 去哪裡買?
Observer 1: 去哪裡買?
Prince: 造飛機好不好?
All: Sing
Prince: 這輪子好不好? 這輪子
Observer 4: 這輪子好不好喔
Prince: 是飛機
Observer 4: 它會不會飛
Prince: 會
Observer 4: 怎麼飛?
Prince: 這樣子飛
Observer 4: 會飛到多高?
Prince: 多高

Observer 4: 裡面有沒有人?  
Prince: 有
Observer 4: 有多少人?幾個?    
Prince: 這邊有人
Observer 1: 這邊有人喔
Prince: 是
Observer 1: 你有看到嗎?
Prince: 有
Observer 1: 哪裡? 幾個?
Observer 4: 均均有沒有坐過飛機?
Prince: 有
Observer 4: 什麼時候? 
Prince: 有
Observer 4: 車車會飛嗎?
Prince: 會 飛上去
Observer 4: 好恐怖喔

Observer 1: 爸爸叫什麼?
Prince: 叫李唱柏
Observer 1: 叫李ㄔㄤˇ柏喔?
Prince: 叫李唱柏
Observer 1: 阿英文名字叫什麼?
Ma: Rendy
Observer 1: 不要跟他講
Prince: Rendy
Observer 1: 媽媽叫什麼?
Prince: 李ㄌㄨㄣˊ ㄉㄧˊ
Observer 1: 李ㄌㄨㄣˊ ㄉㄧˊ喔
   媽媽叫什麼?
Prince: ~~~~~~~ㄍㄚ
Observer 1: ㄍㄚ ㄑ一 一ㄚ 喔
M: ㄍㄚ ㄑ一 一ㄚˇ是媽媽
M: ㄇㄞ ㄍㄡ 一            
Prince: 叫ㄇㄞˇ 叫ㄇㄞˇ ㄍㄡˇ Michael
Observer 1: 叫 Michael喔
   那你叫什麼?
Prince: 叫ㄇㄞˇ  ㄟ 叫 Pri_____in_____s
Observer 1: Prince

Prince: 吃飽了  吃飽了 吃飽了  吃飽了……..
Observer 3: 要不要跟哥哥玩?
Prince: 要
Observer 3: 去 跟哥哥玩
Prince: 喝這個
Observer4: 喝這個喔  喝這個,好不好?
Prince: 不好
Observer4: 不好喔
Prince: 喝那個
Observer4: 阿姨想喝這個耶
Prince: 喝那個
 
Prince: 一ㄠ ㄆㄞˊ 山
Observer 1: 哼?
Prince: 一ㄠ ㄆㄞˊ 山
Observer 1: 要爬山喔?
Prince: 嗯
Observer 1: 爬那麼高會不會跌倒?
Prince: 不會
Observer 1: 跌下來了
Prince: 沒有跌下來
Observer 1: 沒有跌下來喔
Prince: ㄆㄞˊ山
Observer 1: 腳不可以爬上去,有沒有聽到?
Prince: 到             
Observer 1: 聽到了喔?
Prince: 是
Prince: 你去ㄘApple好不好?
Observer 1: 你要吃Apple喔?
Prince: 你去你去
Observer 1: 我去喔?
Prince: 對

Observer 1: 誰在爬山?
Prince: 吉普車
Observer 1: 吉普車喔
Prince: 爬上來了　爬出來了
Observer 1: 爬出來了喔
Prince: 溜下去了
Observer 4: 它在爬什麼東西?
Prince: 電視
Observer 4: 這是什麼好可愛?
Prince: Bin gu
Observer 1: Bin gu喔
Observer 4: 好可愛喔　咕咕咕
   這是去哪裡買的?
Prince: 在電視裡         
Observer 4: 這是去哪裡買的? 動物園嗎? 還是哪裡?
Prince: 哪裡  去光買
Observer 1: 外面喔
Observer 4: 誰買給你?
Prince: 媽媽
Observer 4: 媽媽
Prince: Bin gu 要睡覺

Observer 4: 阿電話　要不要接?
Prince: 要
Observer 4: 趕快接電話
　　你說ㄨㄟˊ
Prince: ㄨㄟˊ 是姐姐
Observer 1: 我是誰?
Prince: 是姨  是姐
Observer 1: 阿你沒有叫我
Prince: 阿姨
Observer 1: 你在哪裡?  
Prince: 在這裡　是屁屁姨   是屁屁姨  是屁屁姨
Observer 1: 你跟誰玩?
Prince: 跟阿姨玩
Observer 1: 玩什麼?
Prince: 玩車車　屁屁姨
Observer 1: 吃飽了沒?
Prince: 吃飽了 飽了
Observer 1: 我要掛電話了
Prince: 好
Observer 1: Bye Bye
Prince: bye

Prince: 一起玩
Prince: 停哪裡? 我的車車要加油
Observer4: 要加油 好阿好阿　幫她加油
Observer 4: 來幫它加油
M: 偶的夠了
Prince: 偶的夠了

Observer 1: 阿姨要走了　說bye bye
Ma: 有空再來
Prince: 有空再來
Observer 1: 要跟阿姨說什麼?　再說一次
Prince: bye bye
Observer 1: 然後ㄌㄟ….有空….
Prince: 再來
All: bye bye
Prince: bye bye

Mom: 不可以摔到喔
Prince(P): 不要
Mom: 哥哥跟弟弟吵架我要打打
P: 也不要、也不要、也不要、我不要、我不要
Observer1: 那是我的椅子耶
P: 不對
Observer: 那明明就是我的椅子
P: 不是
Michael(M): 好無聊好無聊
Prince’s Aunt: 什麼好無聊
Ｍ: 屁屁姨好無聊，受不了了啦、受不了、受不了、哼沒有啊、沒有聲音啊、哼哼
Observer: 哼什麼哼
Ｍ: 沒有、沒有啦
P: 哼哼
Observer: 你哼什麼
P: 哼
Observer: 哼什麼
P: 哼
Observer: 哥哥啊、你給它弄掉了啦
M: 沒有位置停啊、沒有（…？）沒有聲音啊
Observer: 不要管它啊，你放著就好了啊
Ｐ: 阿、阿姨的
Observer: 阿姨的喔，謝謝
P: 阿姨、阿姨阿姨同學的 （音似周圍）
Observer: 阿姨什麼的
P: 阿姨、阿姨、阿姨同學的
Observer: 阿姨同學的是不是？
P: 是
Observer: 阿姨同學的，什麼周圍的。不要拿啦！
P: 放這裡
Observer: 放那會掉下去阿
P: 放這裡
Observer: 小力一點
P: 同同學阿姨有拿 （音似優）
Observer: 同學阿姨有帶這個來嗎
P: 沒有
Observer: 沒有喔
P: 他沒有來
Observer: 他沒有來喔
P: 這個
Observer: 這是什麼？
P: 皮皮熊
Observer: 皮皮熊。這一個咧？
P: 這個是天線寶寶
Observer: 天線寶寶的誰啊
P: 是、是、天線寶寶
P: 我要吃好不好 （偶）
Observer: 吃什麼
P: 吃、吃、吃那個
Observer: 哪個
P: 這個
Observer: 飯喔？
P: 不是、我我我要吃肉 【台語】
Observer: 吃肉
P: 吃肉、是。我給阿姨餵、媽媽我給阿姨餵、我給
姨餵

P: 麥勞。姨—要吃什麼
Observer: 要吃什麼？
P: 吃麥勞
Observer: 你要吃嗎
P: 要、要要、我我我要吃（…？）
Observer: 你要吃？
P: 吃那個
Observer: 那個是什麼？
P: 是、是、我我要糖果 （口）
Observer: 糖果？
P: 不是。糖果—、糖果—、糖果—
Observer: 翻譯、翻譯 【Talking to his mom.】
Mom: 糖果
Observer: 他說不是阿。糖果喔？【Talking to Prince.】
P: 是
Observer: 那你剛又說不是，你耍我喔
P: 我要吃、吃肉

 
P: 姨—去買果醬好不好 （枸）
Observer: 買什麼？
P: 買果醬
Observer: 果醬？
P: 果、是
Observer: 果醬、為什麼要買果醬
 

P: 哼哼、我我在哼了
Observer: 你在哼、那要打打了
P: 不對、哼哼、哼哼
M: （…？）也在哼、屁屁也在哼、弟弟也在哼
P: 阿、阿姨在哼，阿姨在哼了
Observer: 明明就是你
P: 就是你
Observer: 是你啦
P: 你在哼哼
Observer: 陷害人
P: 你在哼了好不好
Observer: 好不好、當然不好啊
P: 當然不好、當然不好
M: 哼哼
P: 阿、阿姨哥哥在哼了
Observer: 哥哥在哼叫媽媽打
P: 好
M: 我在哼哼、我不要、我在哼哼，我沒有在哼
P: 我我我沒有
Observer: m—m— 【Warning】
P: 我我沒有拿—、我我
Observer: 不可以切喔、好不好，不可以按
P: 吃、吃
Observer: 吃什麼啦
P: 吃、吃肉，小老虎吃掉、小老虎
Observer: 你是小老虎嗎？
P: 不是。吃那個

Observer: 你也沒叫我，我叫你叫我你也沒叫
P: 阿姨—。我我叫同學的阿姨
Observer: m?
P: 同學、看同學的阿姨—
Observer: 你要看同學的阿姨喔？我改天再叫他來好不好？來了你要請他吃什麼？
P: 吃吃吃飯
Observer: 吃飯喔！你煮喔好不好？
P: 好
Observer: 你說的喔！
P: 好
M: 阿媽煮好不好？阿媽煮給同學阿姨吃
Observer: 是喔，那麼好

M: BU
P: BU
Observer: 是BU嗎？
P: 是
M: 那個是什麼車
Observer: Lexus
P: Lexus 
 

P: 他說不能吃那個
Observer: 誰說不能吃那個
P: 他說不行吃那個啦
Observer: 喔
P: 他給我藏起來
Observer: 藏什麼？
P: 藏起來、藏起來
Observer: 那就不要吃阿
P: 他給我、我要吃
 

P: 小心一點好不好
Observer: 對，要小心一點否則會蹦蹦喔
P: 好。下去好不好
Observer: 好，下去啊
P: 下去了—
Observer: 下去了—
P: 【Laughing】小心一點好不好
Observer: 嗯，小心一點
Observer: 不可以開車車，不可以開車車
P: 坐爸爸的、坐Cefiro可以開車車 （拔拔）
Observer: 嗯，坐Cefiro就可以開車車，改天叫爸爸載去公園開好不好
P: 好。去台茂好不好
Observer: 去台茂喔
P: 是
Observer: 你跟爸爸講
P: 去去去運動好不好
Observer: 去運動喔
P: 是
Observer: 好啊
P: 去去台茂運動好不好
Observer: 好，去台茂運動
P: 去去台茂、去那邊運動好不好
Observer: 好——
M: 我去溜滑梯了、溜好累，我去休息一下再溜滑梯對不對
Observer: 喔、溜滑梯溜很累喔
M: 對
P: （…？）車車就溜下去就跑上來
M: 我去、我去外面溜滑梯，車車飛下、兩台車飛下去
P: 就飛——（…？…？）我我我就坐Cefiro

P: 我要吃
Observer: 快吃啊
P: 我我我會蛀牙
Observer: 你會蛀牙喔！那我吃好不好
P: 好
Observer: 謝謝
P: 給你給你蛀牙
Observer: 給你蛀牙
P: 給你蛀牙
Observer: 給你蛀牙
P: 剝一半好不好
Observer: 剝一半啊，你自己剝啊

 
P: 要去哪裡？
Mom: 上班賺錢啦，有仁愛吃咩，就有一個小朋友愛吃啊
M: 媽媽我想要去住飯店 （馬馬）
Mom: 爸爸有訂飯店啊，過年的時候啊
M: 我要住的好不好
Mom: 對啊
M: 熱狗、熱狗、熱狗
P: 哥哥、熱狗熱狗，他說熱狗熱狗
Mom: 他說熱狗熱狗喔
P: 對
Mom: 那你說什麼

P: 爬上去好不好
Observer: 不好
 
P: 姨吃什麼
Observer: 番茄
P: 我要吃好不好
Observer: 你問媽媽你可不可以
P: 姨你吃什麼
Observer: 番茄
P: 這給你吃好不好？
Observer: 好，謝謝
P: 給你、給你吃好不好
Observer: 謝謝
P: 好多好多  【Then, something drops.】
Observer: 哎呦喂
P: 哎呦喂—。給你吃好不好
Observer: 太多了啦，等一下再拿好不好
P: 一點點
Observer: 很多了
P: 很多了

Observer: 阿誠要去哪裡？
P: 是，去坐車車
Observer: 去坐車車喔
P: 他要去、他要去哪裡
Observer: 我不知道啊
P: 他要去、他要、去、他拿東西要去哪裡
Observer: 我也不知道耶

Appendix II—Analysis of Transcriptions

 I. Unclear Pronunciations

II. Comprehension of Space/ Location

III. Reduplication

IV. Social Usage

V. Repeating the Last Word