2-5岁汉族儿童述补结构研究

发布时间：2018-02-26 05:31

本文关键词： 儿童语言汉族 2-5岁儿童述补结构 “三个平面”理论认知　出处：《东北师范大学》2006年硕士论文　论文类型：学位论文

【摘要】： 本文主要通过“三个平面”——句法、语义、语用理论考察2-5岁汉族儿童习得述补结构的状况。我从东北师范大学实验幼儿园、九台市龙才幼儿园、梅河口的光明双语幼儿园中分别随机选取了小、中、大各一个班的儿童作为被试。他们的年龄在2-5岁期间,共分为七个年龄段,各年龄段的年龄范围为上下一个月(2-2.4[2],2.5-2.9,3-3.4,3.5-3.9,4-4.4,4.5-4.9,5-5.4)。各年龄段男女人数不等。我采用观察法和话题法相结合的原则进行取样。观察法就是客观地记录(笔录或录音)儿童自发性话语;话题法就是给被试提供一定的话题,引导被试围绕话题展开谈话,例如,引导儿童讲故事,从中取得语料。如果被试的谈话超出了话题或转移了话题,我不会加以控制。在取样过程中,尽量降低成人语言对儿童语言的影响,以保证所取得的语料的可信度。从句法结构上来看,述补结构的构成包括结构成分、结构形式、结构关系等几个方面。根据述补结构中充当述语的成分的性质,述补结构可以分为动补结构和形补结构。根据述补结构中充当补语的成分的性质,述补结构又可以分为趋向补语述补结构、动词补语述补结构、形容词补语述补结构、副词补语述补结构以及各种短语充当补语的述补结构;从语义结构上来看,述补结构的语义构成包括语义成分、结构方式和语义关系等几个方面。构成述补结构的语义成分包括动作行为、状态状况、程度、结果、方向、趋向等成分。补语又可以分为结果补语、趋向补语、可能补语、动态补语、程度补语、数量补语等等;从语用上来看,儿童习得语言的过程,本身就是一个在学习表达的过程,认知世界的开始。通过对儿童在语言中应用述补结构状况的考察,发现儿童已经会把述补结构运用到各种句式中表达不同的言语行为和意图,这部分我将结合取样中的语境论述;最后从儿童的语言习得认知方面着手进行分析。我希望通过对2-5岁汉族儿童述补结构的句法、语义、语用、认知四个方面的分析,能够对儿童语言的习得状况有整体的认识。
[Abstract]:In this paper, the "three planes"-syntactic, semantic and pragmatic theories are used to investigate the situation of the acquisition of predicate complement structure in Han children aged 2 to 5 years. I randomly selected children from experimental kindergartens in Northeast normal University, Longcai Kindergarten in Jiutai City and Guangming Bilingual Kindergarten in Meihekou as subjects. Their ages ranged from 2 to 5 years old. Divided into seven age groups, The age range of each age group is 2.5-2.9 / 3-3.4-3.4-4.4-4.4-4.5-4.9 / 4-4.5-4.9 / 4-4.5-4.9 / 5-5.4 respectively. I use the principle of combining observation method with topic method to sample. The observation method is to record the spontaneous speech of children objectively. The topic method is to provide the subjects with a certain topic and guide the subjects to start a conversation around the topic, for example, to guide the children to tell a story and get the corpus from it. If the subject's conversation goes beyond the topic or diverts the topic, I will not control it. During the sampling process, try to minimize the impact of adult language on children's language, so as to ensure the credibility of the acquired corpus. From the syntactic structure point of view, the composition of the predicate complement includes several aspects, such as structural components, structural forms, structural relationships and so on. According to the nature of the component which acts as complement in the structure, the structure can be divided into the structure of directional complement, the structure of verb complement, the structure of adjective complement, the structure of adjective complement, the structure of verb complement, the structure of verb complement and the structure of adjective complement. The complement structure of adverbs and various phrases act as the predicate complement structure of the complement. From the semantic structure, the semantic composition of the predicate complement structure includes the semantic component. The semantic components of the structure include action behavior, state condition, degree, result, direction, tendency and so on. The complement can be divided into result complement, directional complement, possible complement, and so on. Dynamic complement, degree complement, quantitative complement and so on; from a pragmatic point of view, the process of language acquisition by children is itself a process of learning and expressing. The beginning of the cognitive world. Through the investigation of the situation of children's application in language, it is found that children have used the structure of predicate complement to express different speech acts and intentions in various sentence patterns. In this part, I will combine the contextual analysis of sampling. Finally, I will analyze the cognitive aspects of children's language acquisition. I hope that by analyzing the syntactic, semantic, pragmatic and cognitive aspects of the sentence, semantics, pragmatics and cognition of the sentence complement structure of the Han children aged 2 to 5, we can have an overall understanding of the situation of children's language acquisition.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：H193.1;G613.2

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