情態(tài)動(dòng)詞作為國內(nèi)外一個(gè)重要的語言話題,不僅在語言學(xué)領(lǐng)域上備受關(guān)注,而且也一直是語言習(xí)得領(lǐng)域上的焦點(diǎn)之一。許多學(xué)者針對正常兒童的情態(tài)動(dòng)詞習(xí)得情況進(jìn)行了大量的研究,然而關(guān)于普通話特殊型語言障礙（SLI）兒童以及高功能自閉癥（HFA）兒童的情態(tài)動(dòng)詞習(xí)得研究是極少的。基于前人研究的基礎(chǔ)上,本研究旨在探討SLI兒童與HFA兒童的情態(tài)動(dòng)詞習(xí)得情況,試圖揭示這兩類兒童在習(xí)得情態(tài)動(dòng)詞時(shí)的異同點(diǎn),并嘗試探究其異同點(diǎn)的原因。本研究通過實(shí)驗(yàn)的形式達(dá)成上述目的。三組兒童參與本次實(shí)驗(yàn),其中兩組實(shí)驗(yàn)組分別為SLI兒童和HFA兒童,另外一組對照組為語言發(fā)育正常的年齡相匹配（TDA）兒童。實(shí)驗(yàn)主要采取誘發(fā)產(chǎn)出任務(wù)以及選圖理解任務(wù)來檢測對情態(tài)動(dòng)詞的理解和產(chǎn)出。所選的動(dòng)力型情態(tài)動(dòng)詞“會(huì)”、“要”以及道義型情態(tài)動(dòng)詞“該”均較早為正常兒童所習(xí)得。實(shí)驗(yàn)結(jié)果如下:（1）SLI兒童和HFA兒童在產(chǎn)出情態(tài)動(dòng)詞方面存在困難,尤其表現(xiàn)在道義型情態(tài)動(dòng)詞上。（2）在情態(tài)動(dòng)詞的理解任務(wù)中,SLI兒童對意愿以及義務(wù)的情態(tài)意義理解較差,而HFA兒童對實(shí)驗(yàn)中所涉及的三種情態(tài)意義都表現(xiàn)較差�；谝陨系臄�(shù)據(jù)分析,本文對普通話SLI兒童與HFA兒童對情態(tài)... 

【文章來源】：廣東外語外貿(mào)大學(xué)廣東省

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Background of the study
    1.2 Research questions
    1.3 Significance of the study
    1.4 Outline of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 The studies on modality
    2.2 The studies on modal verbs in Chinese
        2.2.1 Chinese modals: the notion
        2.2.2 Analysis of Chinese modal verbs
    2.3 Acquisition studies on modal verbs in normal children
        2.3.1 Acquisition studies on modal verbs in normal children abroad
        2.3.2 Acquisition studies on modal verbs in normal children in Chinese
    2.4 Acquisition studies on modal verbs in SLI children
    2.5 Acquisition Studies on modal verbs in HFA children
    2.6 Summary
CHAPTER THREE METHODOLOGY
    3.1 Subjects
        3.1.1 The Specific Language Impairment (SLI) Group
        3.1.2 The High Functioning Autism (HFA) group
        3.1.3 The Typical-developing Age-matched (TDA) group
    3.2 Experiment design and procedures
        3.2.1 Design principles
        3.2.2 Materials and procedures of the production task
        3.2.3 Materials and procedures of the comprehension task
    3.3 Data collection and scoring
    3.4 Summary
CHAPTER FOUR RESULTS AND STATISTICAL ANALYSIS
    4.1 The results of controlled experiments
        4.1.1 Experiment I: the production of modal verbs
        4.1.2 Experiment II: the comprehension of modal verbs
        4.1.3 Comparison of different modal verbs
    4.2 Summary
CHAPTER FIVE DISCUSSION
    5.1 The similarities between the SLI children and the HFA children
    5.2 The differences between the SLI children and the HFA children
    5.3 Summary
CHAPTER SIX CONCLUSION
    6.1 Summary of the study
    6.2 Limitations and suggestions for further study
REFERENCES
APPENDICES
    Appendix A
    Appendix B


【參考文獻(xiàn)】：
期刊論文
[1]現(xiàn)代漢語情態(tài)動(dòng)詞早期習(xí)得的個(gè)案研究[J]. 楊貝,董燕萍.  外國語(上海外國語大學(xué)學(xué)報(bào)). 2014(01)
[2]談漢語模態(tài)詞的分布與詮釋之對應(yīng)關(guān)系[J]. 蔡維天.  中國語文. 2010(03)



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