本文選題：英漢兒童 + 方位詞習(xí)得　； 參考：《長(zhǎng)沙理工大學(xué)》2012年碩士論文

【摘要】：世界上任何事物都處于一定的時(shí)空之中,認(rèn)識(shí)事物間的空間關(guān)系是認(rèn)識(shí)客觀世界一個(gè)極為重要的方面�？臻g認(rèn)知能力的發(fā)展是兒童適應(yīng)環(huán)境的前提,日常生活中幾乎一切活動(dòng)都和空間位置有關(guān),從小培養(yǎng)這種能力可以幫助兒童很好地適應(yīng)周?chē)h(huán)境,提高綜合素質(zhì)。兒童語(yǔ)言習(xí)得,長(zhǎng)期以來(lái)一直為學(xué)者們所關(guān)注,而兒童對(duì)表示空間關(guān)系詞語(yǔ)的習(xí)得,作為兒童語(yǔ)言習(xí)得研究的一個(gè)分支,近年來(lái),也越來(lái)越受?chē)?guó)內(nèi)外學(xué)界的關(guān)注。本課題以兩名說(shuō)漢語(yǔ)兒童和兩名說(shuō)英語(yǔ)兒童為研究對(duì)象,參照朱德熙(2004方位詞分類(lèi)標(biāo)準(zhǔn),將方位詞分為上、下、里、外、前、后、中、旁、左、右,并運(yùn)用調(diào)查研究法、個(gè)案縱向觀察法以及數(shù)理統(tǒng)計(jì)法對(duì)四名兒童ZHZ、MHR(01；08-04；11)、ADA、SAR(02；03-02；10)方位詞習(xí)得及使用情況進(jìn)行研究分析,通過(guò)對(duì)比研究,揭示英漢兒童方位詞習(xí)得的異同,并對(duì)其原因進(jìn)行分析闡釋。對(duì)說(shuō)漢語(yǔ)兒童ZHZ和MHR早期方位詞的習(xí)得情況做長(zhǎng)期跟蹤調(diào)查研究,得出其各類(lèi)方位詞的始現(xiàn)時(shí)間及使用頻率,研究發(fā)現(xiàn)兩名兒童的方位詞習(xí)得遵循一定的順序,即：上類(lèi)及里類(lèi)方位詞最先被習(xí)得,且使用頻率最高；左、右類(lèi)方位詞到四歲時(shí)仍未習(xí)得。對(duì)來(lái)自Brown語(yǔ)料庫(kù)的兩名說(shuō)英語(yǔ)兒童ADA和SAR的語(yǔ)料進(jìn)行分析,研究顯示：兩名說(shuō)英語(yǔ)兒童較早習(xí)得on/up/over,in/inside,under,down/andout/outside, on和in的使用頻率最高,兩名兒童均未習(xí)得left和right。用意象圖式對(duì)兒童早期方位詞的習(xí)得過(guò)程做分析,發(fā)現(xiàn)意象圖式與空間關(guān)系存在密切的關(guān)聯(lián),并可以用來(lái)解釋兒童方位詞發(fā)展的順序。對(duì)兩名說(shuō)漢語(yǔ)兒童和兩名英語(yǔ)兒童早期方位詞習(xí)得的對(duì)比研究分析表明：(1)兒童對(duì)各類(lèi)方位詞的認(rèn)知經(jīng)歷了一個(gè)較長(zhǎng)的過(guò)程,3歲兒童習(xí)得上、下、里、外,四歲兒童已基本掌握前、后方位詞。直到四歲零十個(gè)月,兒童還沒(méi)有完全習(xí)得左、右。(2)兒童方位詞的習(xí)得存在關(guān)鍵期。3到4歲是兒童習(xí)得上、下、里、外、前、后的飛躍期。(3)就習(xí)得順序和頻率而言,說(shuō)漢語(yǔ)兒童最早習(xí)得上類(lèi)和里類(lèi),且出現(xiàn)頻率最高；說(shuō)英語(yǔ)兒童也較早習(xí)得on/up/over, in/inside,且on和in的使用頻率最高,左、右類(lèi)方位詞的習(xí)得最晚。到四歲零十個(gè)月,說(shuō)漢語(yǔ)兒童能分清自己的左右手,但是不能完全理解左、右的空間意義；而說(shuō)英語(yǔ)兒童完全沒(méi)有習(xí)得left和right。兒童方位詞的習(xí)得順序以及使用頻率與兒童認(rèn)知水平發(fā)展、語(yǔ)言輸入、語(yǔ)言的復(fù)雜程度等因素密切相關(guān)。
[Abstract]:Everything in the world is in a certain time and space, understanding the spatial relationship between things is an extremely important aspect of understanding the objective world. The development of spatial cognitive ability is the premise for children to adapt to the environment. Almost all activities in daily life are related to spatial position. Cultivating this ability from childhood can help children adapt to the surrounding environment and improve their comprehensive quality. Children's language acquisition has been concerned by scholars for a long time. As a branch of children's language acquisition, children's acquisition of expressions of spatial relations has been paid more and more attention by scholars at home and abroad in recent years. This subject takes two Chinese speaking children and two English speaking children as the research objects, referring to the classification standard of Zhu Dexi / 2004, classifying the location words into upper, lower, inner, outer, front, back, middle, side, left, right, and using the method of investigation and research. Case longitudinal observation and mathematical statistics were used to analyze the acquisition and use of azimuth words in four children (ZHZX MHR01-08-0411 / ADA-SAR02-03-0210). Through the comparative study, the similarities and differences of Chinese and English children's azimuth word acquisition were revealed, and the reasons were analyzed and explained. The acquisition of ZHZ and MHR early azimuth words in Chinese speaking children was investigated for a long time, and the beginning time and frequency of their azimuth words were obtained. It was found that the acquisition of locative words of the two children followed a certain order. That is, the upper class and the middle type are first acquired and used most frequently, while the left and right ones are not learned by the age of four. Two English-speaking children from the Brown corpus, ADA and SAR, were analyzed. The results showed that the two English-speaking children acquired onupoverover / out side, on and in the most frequently, and neither of them acquired left or right. By analyzing the acquisition process of children's early locative words with image schema, it is found that there is a close relationship between image schema and spatial relationship, and it can be used to explain the order of the development of children's locative words. The contrastive study on the acquisition of early locative words by two Chinese speaking children and two English children shows that the cognition of all kinds of azimuth words has experienced a long process in the acquisition of three year old children, namely, upper, lower, middle, and outer. Four-year-old children have basically mastered the word before and after the position. Up to the age of four and ten months, the children have not fully acquired the left, right and right words.) the critical period for the acquisition of the child's azimuth words is the period of children's acquisition of upper, lower, outer, front and rear leaps. 3) in terms of the order and frequency of acquisition, The children who speak Chinese are the first to acquire the upper class and the inner class, and the English speaking children also acquire onupr / over, inr / insideearlier, and use on and in are the highest, and the locative words of left and right are acquired the last time. At the age of four and ten months, Chinese speaking children can distinguish between their left and right hands, but they can not fully understand the spatial meaning of left and right, while English-speaking children have not acquired left and right at all. The acquisition order and frequency of children's locative words are closely related to the development of children's cognitive level, language input, language complexity and so on.
【學(xué)位授予單位】：長(zhǎng)沙理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H193.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王祥榮;兒童語(yǔ)言中的“上”、“下”類(lèi)方位詞[J];安徽師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2000年04期

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本文編號(hào)：1898340