叙事（Narrative）作为一种较为基础且较早习得的语言表达方式，其完成情况可以体现儿童在句子层面的构造能力以及在语篇层面的组织能力。目前，有关双语儿童叙事能力的研究仍然较少，且双语多为印欧语系语言对（Language pair），考察汉英双语华裔儿童汉语叙事能力，可以为双语儿童叙事能力研究提供来自两种不同语言系属的相关证据。

参考既往研究及汉语特点，本研究从宏观叙事能力、微观叙事能力、叙事观点三个层面，以汉语母语儿童为参照组，考察了汉英双语华裔儿童汉语叙事能力及其发展情况。其中宏观叙事能力主要考察叙事内容是否完整、逻辑是否通顺；微观叙事能力主要考察叙事过程中的言语生产力、语法复杂性；叙事观点主要考察对人物心理状态、听者注意力的把控情况。拟解决的关键问题有三个：（1）汉英双语华裔儿童汉语叙事能力有何特点？（2）汉英双语华裔儿童汉语叙事能力发展轨迹有何特点？（3）这些特点与印欧语系对双语儿童叙事能力有何异同，原因何在？

为解决上述问题，本研究一方面筛选了20名汉英双语华裔儿童，其中6~7岁年龄段儿童10名，9~10岁年龄段儿童10名，他们的移民世代数一致、家庭社会经济地位、家庭语言使用情况类似，一方面选取了年龄匹配的20名汉语单语儿童，作为对照组。以无字图画书《青蛙，你在哪里？》作为叙事引发材料，通过故事讲述任务产出汉语叙事语料，采用CHILDES标准化转录符号转写语料，运用CLAN系统从宏观叙事能力、微观叙事能力、叙事观点三个层面进行编码。通过对比同年龄段汉语单语儿童在各指标上的表现，分析汉英双语华裔儿童汉语叙事特点，刻画其汉语叙事能力的发展轨迹。

研究结果表明：（1）汉英双语华裔儿童在宏观叙事能力、微观叙事能力、叙事观点三个层面的表现均不及汉语单语儿童，其中宏观叙事能力、叙事观点差异较小，微观叙事能力差异较大。（2）汉英双语华裔儿童微观叙事能力影响宏观叙事能力、叙事观点的表现。（3）汉英双语华裔儿童把握人物及听者心理的能力较强，更常代入角色视角发表评价性语言或采用一定手段吸引和强化听者注意力。（4）汉英双语华裔儿童汉语叙事能力发展趋向于停滞，其中宏观叙事能力无明显进步，微观叙事能力中仅有部分语法进步明显，叙事观点数量呈下降趋势。（5）受语言接触以及双语类型的影响，汉英双语华裔儿童叙事能力特点与发展轨迹与印欧语系语言对双语儿童不同。

Narrative, as a relatively basic and early-acquired language expression, its completion can reflect children's ability to construct sentences and to organize them at the discourse level. At present, research on bilingual children's narrative skills is still scarce and mainly focused on Indo-European language pairs. Examining the Chinese narrative skills of Chinese-English bilingual children of Chinese descent can provide relevant evidence for the study of bilingual children’s narrative skills whose two languages belong to different language families.

With reference to previous studies and Chinese language characteristics, this study examined Chinese narrative competence of Chinese-English bilingual children of Chinese descent at three levels: macrostructural narrative capability, microstructural narrative capability, and narrative evaluation, with Chinese monolingual children as the reference group. The macrostructural narrative capability mainly examines whether the narrative content is complete and logic is smooth; the microstructural narrative capability mainly examines the speech productivity and grammatical complexity in the narrative process; the narrative evaluation mainly examines the control of the characters' psychological state and the listeners' attention. This study focuses on three questions: (1) What are the characteristics of Chinese narrative capability of Chinese-English bilingual children of Chinese descent? (2) What are the characteristics of the developmental trajectories of Chinese narrative capability of Chinese-English bilingual children of Chinese descent? (3) What are the similarities and differences between these characteristics and the narrative abilities of bilingual children with Indo-European language pairs, and why?

To address the above questions, on the one hand, this study screened 20 Chinese-English bilingual children of Chinese descent, including 10 children in the 6~7 age group and 10 children in the 9~10 age group, with the same number of immigrant generations, similar family socioeconomic status, and home language usage. On the other hand, 20 age matched Chinese monolingual children were selected as the control group. Taking the wordless picture book Frog, Where Are You as the narrative elicitation material, the Chinese narrative corpus is produced through a story-telling task. The corpus is transcribed using CHILDES standardized transcription notation, and coded using the CLAN system at three levels: macrostructural narrative capability, microstructural narrative capability, and narrative evaluation. By comparing the performance of Chinese monolingual children of the same age group on each index, we analyzed the characteristics and portrayed the developmental trajectory of Chinese narratives of Chinese-English bilingual children of Chinese descent.

The results showed that: (1) The performance of Chinese-English bilingual children of Chinese descent in three dimensions, namely macrostructural narrative capability, microstructural narrative capability, and narrative evaluation, was worse than that of Chinese monolingual children, among which the differences in macrostructural narrative capability and narrative evaluation were smaller and the differences in microstructural narrative capability were larger. (2) The microstructural narrative capability of Chinese-English bilingual children of Chinese descent influenced the performance of macrostructural narrative capability and narrative evaluation. (3) Chinese-English bilingual children of Chinese descent are more capable of grasping the psychology of characters and listeners, and more often speak evaluative expressions or use certain means to attract and strengthen listeners' attention. (4) The development of Chinese narrative skills of Chinese-English bilingual children of Chinese descent tended to be stagnant. There is no significant progress in macrostructural narrative capability, only some grammatical progress in microstructural narrative capability, and a decreasing trend in narrative evaluation. (5) Affected by language exposure and the type of bilingualism, the characteristics and developmental trajectory of Chinese narrative abilities in Chinese-English bilingual children of Chinese descent are different from bilingual children with Indo-European language pair.