案例研究：1-2岁英汉双语儿童的语言发展

发布时间：2019-04-11 16:38

【摘要】：早在上世纪初，西方学者便开始了对双语儿童语言习得的探讨和研究。自二十世纪七十年代，随着经济全球化步伐的加快，越来越多的不同国家和文化背景的人们组成家庭并开始培养双语或多语儿童。于是，双语甚至多语儿童的语言习得便越来越受到世界各国学者的重视，研究双语儿童早期语言发展有助于学术界进一步探索人类语言习得，也有利于为想培养双语儿童的家庭和单语者学习第二语言提供成熟可靠的方案。而至今尚未在中国大陆发现有关于汉英双语儿童语言习得的研究发表。本研究以Carter Xiaolong Brown为对象，目的在于发现和讨论一到两岁间Carter在中国是如何区分、习得汉语和英语以及习得的程度。本文用录像、录音、电话笔记和日记的方式记录并讨论了Carter此间的语言习得，包括单词前阶段、语音习得阶段、词汇习得阶段及早期语法习得阶段。经过定性分析得出以下结论：首先，Carter较之单语儿童习得语言晚，但是仍在正常语言习得的范围内。在单词阶段之前，他已经可以听懂汉语和英语并用肢体语言、面部表情和感叹词做出相应的反馈。其次，语音习得阶段，他很早就习得了汉语独有的声调，并在两岁之前习得了大部分的汉语和英语的元音及辅音。再次，Carter在词汇习得阶段能够区分英语和汉语甚至汉语和英语的对等词。最后，我们探讨了他的早期语法习得。由于此阶段是刚刚开始，而且汉语语言输入要比英语语言输入多，所以，汉语语法习得的进程比英语快，他在使用语言时也出现了汉英混用的情况，但这并不代表他无法区分两种语言系统，，而是由于大人对他的语言输入本身有混用的情况，而他掌握的英汉对等词汇量也有限等客观原因，因此他能区分两种语言。本文的结尾部分讨论了这项研究对语言区分和语言输入的启示及所存在的局限。英汉双语儿童早期的语言习得尚待不断尝试和研究。
[Abstract]:As early as the beginning of last century, Western scholars began to explore and study bilingual children's language acquisition. Since the 1970s, with the acceleration of economic globalization, more and more people from different countries and cultural backgrounds have formed families and began to cultivate bilingual or multilingual children. Therefore, bilingual and even multilingual children's language acquisition has been paid more and more attention by scholars from all over the world. The study of bilingual children's early language development is helpful for academic circles to further explore human language acquisition. It is also beneficial to provide mature and reliable programs for families and monolinguals who want to develop bilingual children to learn a second language. So far, there has been no published research on Chinese-English bilingual children's language acquisition in mainland China. The purpose of this study is to find and discuss how Carter is distinguished in China from one to two years of age and how to acquire Chinese and English as well as the degree of acquisition of Carter Xiaolong Brown. In this paper, we record and discuss the language acquisition of Carter in the form of video recording, telephone notes and diaries, including the pre-word stage, the phonetics acquisition stage, the vocabulary acquisition stage and the early grammar acquisition stage. Through qualitative analysis, the following conclusions are drawn: firstly, Carter acquires language later than monolingual children, but it is still within the scope of normal language acquisition. Before the word stage, he could understand Chinese and English and give feedback with body language, facial expressions and exclamations. Secondly, in the phonetics acquisition stage, he acquired the unique tone of Chinese early, and acquired most of the vowels and consonants of Chinese and English before the age of two. Thirdly, Carter can distinguish English from Chinese and even Chinese and English equivalents in vocabulary acquisition. Finally, we discuss his early grammar acquisition. Because this stage is just beginning, and the Chinese language input is more than the English language input, therefore, the Chinese grammar acquisition process is faster than the English, he also appears in the use of the language Chinese-English mixed use of the situation. However, this does not mean that he can not distinguish between the two language systems, but because adults have mixed use of his language input itself, and his English and Chinese equivalent vocabulary is limited, he can distinguish between the two languages, so he can distinguish the two languages from each other because of the fact that the adult has mixed use of his language input itself and his English-Chinese equivalent vocabulary is limited. At the end of this paper, the author discusses the implications and limitations of this study to language discrimination and input. The early language acquisition of English-Chinese bilingual children still needs to be tried and studied.
【学位授予单位】：大连海事大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：H319.3;G613.2

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