漢語兒童差比句習(xí)得研究
發(fā)布時間：2019-04-12 18:18
【摘要】：在漢語言學(xué)研究中,差比句不僅是重要的語法項(xiàng)目,而且也是兒童語言發(fā)展比較成熟的重要標(biāo)志之一,因此有關(guān)差比句的研究引起了國內(nèi)外學(xué)者的廣泛重視。但目前有關(guān)差比句的研究多半是理論性的,旨在接觸縱向數(shù)據(jù)來展示差比句的一個發(fā)展歷程。相比之下,目前國內(nèi)對兒童的差比句習(xí)得研究卻是相對的缺乏和不足。本論文研究了漢語兒童差比句的習(xí)得情況。本研究基于前人的習(xí)得研究基礎(chǔ)上,探討了漢語兒童對不同性質(zhì)類型差比句(形容詞差比句和動詞差比句)和不同結(jié)構(gòu)類型差比句(簡約式差比句,完整式差比句和否定式差比句)的習(xí)得情況。本文既研究了兒童差比句的理解,又研究了兒童對差比句的產(chǎn)出。因此本研究主要包含兩個實(shí)驗(yàn):實(shí)驗(yàn)一圖片識別,受試兒童的任務(wù)是按聽到的句子指出和其內(nèi)容相符合的圖片。實(shí)驗(yàn)二為差比句誘導(dǎo)產(chǎn)出,即在給定的配有圖片的語境中,讓受試兒童盡量產(chǎn)出實(shí)驗(yàn)所期待的差比句句式。實(shí)驗(yàn)一旨在測試漢語兒童對不同結(jié)構(gòu)類型差比句和不同性質(zhì)類型的差比句的理解能力。實(shí)驗(yàn)二則是為了測試漢語兒童在不同的年齡階段差比句的產(chǎn)出特點(diǎn),規(guī)律。在本實(shí)驗(yàn)中,共有160名來自湘潭某幼兒園2:06-6:02四個年齡階段(2-3,3-4,4-5,5-6)的漢語兒童參與了測試,與此同時,50名成人也作為控制組參與該實(shí)驗(yàn)。實(shí)驗(yàn)一的結(jié)果顯示:對不同結(jié)構(gòu)類型的差比句,兒童對簡單式差比句的理解要早于完整式差比句,對否定結(jié)構(gòu)差比句理解最差。且隨著漢語兒童的年齡的增長,其理解能力越來越接近成人。對于不同性質(zhì)類型的差比句理解,總體上幾乎沒有什么差別,但對不同年齡階段分析發(fā)現(xiàn),兒童在4歲之前對動詞性差比句的理解要好于形容詞性差比句,但在4歲之后幾乎沒有什么區(qū)別。實(shí)驗(yàn)二表明,兒童能夠產(chǎn)出差比句,其產(chǎn)出的句型主要也為三大類即簡約式差比句,完整式差比句,以及否定式。大部分兒童在4歲之前,均不能產(chǎn)出完整式差比句即使在有輸入完整式差比句的句法啟動下。兒童的差比句的總產(chǎn)出量為成人的一半,且隨著年齡的增長而增長。根據(jù)上面的實(shí)驗(yàn)結(jié)果,我們可以得出以下結(jié)論:1.盡管兒童差比句的產(chǎn)出和成人還具有一定的差距,但他們確實(shí)掌握了差比句的語言知識。2.3-4歲以及4-5歲是兒童差比句發(fā)展的關(guān)鍵時期,這兩個時期兒童在對差比句的理解和產(chǎn)出發(fā)展上都呈現(xiàn)了令人驚嘆的速度。3.兒童的差比句認(rèn)知能力發(fā)展要早于其語言的發(fā)展,這點(diǎn)從兒童能夠在很早的一個年齡階段理解差比句,但不能產(chǎn)出完整的差比句可以看到證據(jù)。
[Abstract]:In the study of Chinese linguistics, the difference sentence is not only an important grammatical item, but also an important symbol of the maturity of children's language development. Therefore, the study of the difference sentence has attracted extensive attention from scholars at home and abroad. But at present, the research on the difference sentence is mostly theoretical, which aims to show the development course of the difference sentence by contacting the longitudinal data. In contrast, at present, the study of children's comparative sentence acquisition in China is relatively lacking and inadequate. In this paper, the acquisition of Chinese children's difference sentence is studied. Based on the previous acquisition studies, the present study explores Chinese children's differences in sentence types (adjective difference sentence and verb difference sentence) and different structure type difference sentence (reduced form difference sentence), and the difference sentence of different structure types (reduced form difference comparison sentence) and different structure type difference comparison sentence (adjective difference sentence and verb difference ratio sentence). The acquisition of the complete difference sentence and the negative difference sentence. This paper not only studies the comprehension of children's difference sentence, but also studies the output of children's difference ratio sentence. Therefore, this study mainly consists of two experiments: experiment one, image recognition. The children's task is to point out the pictures in accordance with their contents according to the sentence they hear. In the second experiment, the difference ratio sentence was used to induce the output, that is to say, in a given context with pictures, the children were asked to produce the difference sentence pattern expected by the experiment as much as possible. The purpose of experiment one is to test the comprehension ability of Chinese children to different structural types of differential sentences and different types of differential sentences. The second experiment is to test the output characteristics and rules of Chinese children in different age stages. A total of 160 Chinese children of four ages (2-3, 3-4, 4-5, 5-6) from a kindergarten in Xiangtan were tested. At the same time, 50 adults also took part in the experiment as a control group. The results of experiment 1 show that for different structural types of difference sentence, children understand the simple difference sentence earlier than the complete one, and the negative structure difference sentence is the worst. And with the growth of Chinese children's age, their understanding ability is more and more close to adults. In general, there is little difference in understanding of different types of differential sentences, but an analysis of different age stages shows that children before the age of 4 have a better understanding of verb-specific sentences than adjective ones, but the analysis of different age stages shows that children have better understanding of verb-specific sentences before the age of 4 than adjective ones. But there is little difference after the age of four. The second experiment shows that the children can produce the difference sentence, and the main sentence patterns of the child can be divided into three categories, namely, the simple difference sentence, the complete difference sentence and the negative one. Until the age of 4, most children could not produce full-form difference sentence even if the sentence with input complete-form difference ratio was started. The total output of children is half that of adults and increases with age. Based on the above experimental results, we can draw the following conclusions: 1. Although there is a certain gap between the output of children and adults, they do master the language knowledge of gap sentences. 2.3-4 years old and 4-5 years old are critical periods for the development of children's gap sentences. During these two periods, children showed amazing speed in understanding and developing gap sentences. 3. The cognitive development of children's difference sentence is earlier than that of their language. This can be seen from the fact that children can understand the difference sentence at an early age stage, but can't produce complete difference sentence.
【學(xué)位授予單位】：湘潭大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H193.1
[Abstract]:In the study of Chinese linguistics, the difference sentence is not only an important grammatical item, but also an important symbol of the maturity of children's language development. Therefore, the study of the difference sentence has attracted extensive attention from scholars at home and abroad. But at present, the research on the difference sentence is mostly theoretical, which aims to show the development course of the difference sentence by contacting the longitudinal data. In contrast, at present, the study of children's comparative sentence acquisition in China is relatively lacking and inadequate. In this paper, the acquisition of Chinese children's difference sentence is studied. Based on the previous acquisition studies, the present study explores Chinese children's differences in sentence types (adjective difference sentence and verb difference sentence) and different structure type difference sentence (reduced form difference sentence), and the difference sentence of different structure types (reduced form difference comparison sentence) and different structure type difference comparison sentence (adjective difference sentence and verb difference ratio sentence). The acquisition of the complete difference sentence and the negative difference sentence. This paper not only studies the comprehension of children's difference sentence, but also studies the output of children's difference ratio sentence. Therefore, this study mainly consists of two experiments: experiment one, image recognition. The children's task is to point out the pictures in accordance with their contents according to the sentence they hear. In the second experiment, the difference ratio sentence was used to induce the output, that is to say, in a given context with pictures, the children were asked to produce the difference sentence pattern expected by the experiment as much as possible. The purpose of experiment one is to test the comprehension ability of Chinese children to different structural types of differential sentences and different types of differential sentences. The second experiment is to test the output characteristics and rules of Chinese children in different age stages. A total of 160 Chinese children of four ages (2-3, 3-4, 4-5, 5-6) from a kindergarten in Xiangtan were tested. At the same time, 50 adults also took part in the experiment as a control group. The results of experiment 1 show that for different structural types of difference sentence, children understand the simple difference sentence earlier than the complete one, and the negative structure difference sentence is the worst. And with the growth of Chinese children's age, their understanding ability is more and more close to adults. In general, there is little difference in understanding of different types of differential sentences, but an analysis of different age stages shows that children before the age of 4 have a better understanding of verb-specific sentences than adjective ones, but the analysis of different age stages shows that children have better understanding of verb-specific sentences before the age of 4 than adjective ones. But there is little difference after the age of four. The second experiment shows that the children can produce the difference sentence, and the main sentence patterns of the child can be divided into three categories, namely, the simple difference sentence, the complete difference sentence and the negative one. Until the age of 4, most children could not produce full-form difference sentence even if the sentence with input complete-form difference ratio was started. The total output of children is half that of adults and increases with age. Based on the above experimental results, we can draw the following conclusions: 1. Although there is a certain gap between the output of children and adults, they do master the language knowledge of gap sentences. 2.3-4 years old and 4-5 years old are critical periods for the development of children's gap sentences. During these two periods, children showed amazing speed in understanding and developing gap sentences. 3. The cognitive development of children's difference sentence is earlier than that of their language. This can be seen from the fact that children can understand the difference sentence at an early age stage, but can't produce complete difference sentence.
【學(xué)位授予單位】：湘潭大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H193.1
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1 史銀Y，
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