兒童在習(xí)得母語(yǔ)的過(guò)程中,會(huì)出現(xiàn)與成人語(yǔ)言不匹配的語(yǔ)音表現(xiàn)。他們通常使用一些“特殊策略”來(lái)處理尚未完全習(xí)得的音,這些“策略”會(huì)因不同的音而相應(yīng)改變,并會(huì)隨兒童逐步掌握其母語(yǔ)語(yǔ)音系統(tǒng)而消失。然而,研究發(fā)現(xiàn)SLI兒童和HFA兒童在音系習(xí)得方面的表現(xiàn)可能與典型發(fā)育兒童不同,他們采取的“策略”模式也有所不同,這些不同之處可能揭示了潛在缺陷的本質(zhì)。由于這兩類兒童的語(yǔ)言特征有一定的重疊,研究者認(rèn)為兩類兒童在某些方面是相關(guān)的。已有研究證明,以英語(yǔ)、意大利語(yǔ)、希伯來(lái)語(yǔ)、法語(yǔ)等語(yǔ)言為母語(yǔ)的SLI兒童的語(yǔ)音音系能力具有限制性,具體表現(xiàn)為,在與年齡匹配的典型發(fā)育兒童（TDA）或年齡較小的語(yǔ)言能力匹配的典型發(fā)育兒童（TDY）對(duì)比時(shí),音系偏誤情況不同。一些研究者認(rèn)為,HFA兒童的音系能力相對(duì)較強(qiáng),與典型發(fā)育兒童進(jìn)行比較的結(jié)果也較為多樣,但尚未對(duì)其音系能力強(qiáng)弱達(dá)成廣泛的共識(shí)。對(duì)兩類兒童的已有研究發(fā)現(xiàn)引起了熱烈的討論,期待其他語(yǔ)言進(jìn)行相關(guān)研究,提供語(yǔ)言數(shù)據(jù),從而加深對(duì)兩類兒童的認(rèn)識(shí)。由于對(duì)漢語(yǔ)SLI兒童和HFA兒童的音系比較研究尚不成熟,本研究系作為對(duì)這兩類兒童音系表現(xiàn)的初步探索。為了進(jìn)一步驗(yàn)證其他語(yǔ)種研究中對(duì)兩類兒... 

【文章來(lái)源】：廣東外語(yǔ)外貿(mào)大學(xué)廣東省

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Objectives and Research Questions
    1.3 Rationale and Significance of the Research
    1.4 Overview of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Review on Phonological Errors
    2.2 Review on Phonological Errors in Children with SLI
        2.2.1 Phonological Errors in Children with SLI in Non-Chinese Languages
        2.2.2 Phonological Weaknesses in Children with SLI in Mandarin Chinese
    2.3 Phonological Errors in High-functioning Autism(HFA)Children
        2.3.1 Phonological Errors in Children with HFA in Non-Chinese Languages
        2.3.2 Phonological Errors in Children with HFA in Mandarin Chinese
    2.4 Phonological Errors in Typically-developing Children
    2.5 Summary
CHAPTER THREE METHODOLOGY
    3.1 Subjects
        3.1.1 The SLI Group
        3.1.2 The HFA Group
        3.1.3 Age-matched Typically-developing(TDA)Group
    3.2 Research Design
        3.2.1 Procedures
        3.2.2 Materials
    3.3 Data Collection
    3.4 Data Transcription
CHAPTER FOUR RESULTS AND ANALYSES
    4.1 The Phonological System of Mandarin Chinese
    4.2 Data Classification
    4.3 Results and Analyses
        4.3.1 Results of Phonological Errors
        4.3.2 Results of Phonological Error Types
CHAPTER FIVE DISCUSSION
    5.1 Analyses of Phonological Performance of the Subjects
        5.1.1 Phonological Performance of Children with SLI
        5.1.2 Phonological Performance of Children with HFA
        5.1.3 Phonological Performance of Age-matched Children with Typical Development(TDA)
    5.2 Analyses on Between-groups Comparisons
        5.2.1 Similarities and Differences of Phonological Performance Between Two Experiment Groups and the Controls
        5.2.2 Similarities and Differences of Phonological Performance Between Children with SLI and Children with HFA
        5.2.3 Summary on Between-groups Comparisons
    5.3 Summary
CHAPTER SIX CONCLUSION
    6.1 Summary of the Thesis
    6.2 Implications
    6.3 Limitations and Suggestions for Future Research
REFERENCES
APPENDICES


【參考文獻(xiàn)】：
期刊論文
[1]漢語(yǔ)特殊型語(yǔ)言障礙兒童關(guān)系從句理解研究[J]. 何曉煒,喻浩朋.  現(xiàn)代外語(yǔ). 2013(04)
[2]兒童語(yǔ)音習(xí)得中的語(yǔ)音處理策略[J]. 鄧湘君.  清華大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2004(S1)
[3]說(shuō)普通話兒童的語(yǔ)音習(xí)得[J]. 李嵬,祝華,BarbaraDodd,姜濤,彭聃齡,舒華.  心理學(xué)報(bào). 2000(02)



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