汉语儿童对全称量词“都”的习得研究

发布时间：2017-12-30 20:24

本文关键词：汉语儿童对全称量词“都”的习得研究　出处：《湘潭大学》2014年硕士论文　论文类型：学位论文

【摘要】：作为全称量词，“都”量化它左面的复数成分。当“都”的量化对象是疑问词时，该疑问词不具有疑问意义，所在的句子是一个陈述句。另一方面，当疑问词位于“都”后面时，疑问词保留疑问意义，所在的句子是一个疑问句。因此，在一个含有“都”且主语是复数成分的句子中，如果宾语是疑问词，那么这个句子是有歧义的。因为此时“都”的量化对象既可以是前面的复数成分，同时“都”也可以和位于后面的疑问词相关联，因为从焦点结构的角度来看，焦点算子“都”的关联对象可以是位于其右边的引出新信息的疑问词。而根据最简原则，“都”的量化要求只需一个关联对象就可以得到满足。基于以上理论，本研究采用疑问-陈述法（实验一）测试儿童是否知道全称量词“都”量化它左面的复数成分（包括疑问词）。此外，本研究采用疑问法（实验二）测试儿童能否通过重音来消除包括全称量词“都”且有歧义的句子。实验一结果显示4-6岁的儿童的确能够理解“都”作为全称量词的意义，但儿童的发展很不一致，因为少数4岁多的儿童也把“谁都没有举起汽车”理解为疑问句，4-6岁的儿童也没有明显的年龄差别。实验一支持前人的研究发现(Lee1986; Hsieh2008;Zhou and Crain2011)，即儿童在四岁时开始理解“都”作为全称量词得意义。此外，实验还发现大部分3-4岁的儿童把“谁都没有举起汽车”这样的测试句理解成为疑问句。实验二结果显示儿童能够通过重音消除包含“都”且有歧义的句子，这与前人在研究其他语言的儿童能否通过重音消除歧义时的结论有所不同。而且实验结果显示当测试句的重音在“都”上时，儿童的理解随着年龄的增长而增强。当重音在疑问词上时，儿童的理解呈现出年龄的不一致性，因为被测试的4-5岁的儿童都能够对测试句做出正确的回答，而少数5-6岁的儿童把重音在疑问词上的测试句理解成重音在“都”上，我们认为这与儿童本身的个体差异及他们的语言输入有关。对于儿童如何解决全称量词“都”的可学性问题，过渡到成人语法，我们支持Zhou(2011)的观点，，即儿童的大脑里有一个变量约束机制能够帮助儿童在具体语言环境中选择正确的表达，他们只需要习得这些语言知识出现的语言环境特征。儿童能够通过重音消除包含“都”的句子歧义，因为“都”的韵律特征和其句法语义特征之间的联系已经在儿童语言中稳固的建立起来了。
[Abstract]:As a quantifier, "" on the left side of the complex. It quantified elements as "quantitative object" is the question word, the word has no doubt doubt meaning, where the sentence is a statement. On the other hand, when the question word in "all" behind, doubt that interrogative words meaning. The sentence is a question. Therefore, in a "containing" and the subject is plural components in the sentence, if the object is a question word, the sentence is ambiguous. "Because the" object can be quantified in front of the complex components, at the same time, "" can be association and is located behind the words, because the focus from the point of view of structure, focus operator "associated object" can be located in the right to introduce new information words. According to the principle of "quantitative" Jane, the only one associated object can Get satisfied.
Based on the above theory, this study uses doubt - Representation (Experiment 1) to test whether children know the Quantifier "all" quantization plural elements left it (including interrogative words). In addition, this research adopts the method of doubt (experiment two) test whether a child by the accent to eliminate including Quantifier "and" the ambiguity of the sentence.
The experimental results showed that children aged 4-6 can really understand "" as a quantifier meaning, but the development of children is very inconsistent, because a 4 year old children who did not lift car "as the interrogative sentence, children aged 4-6 have no obvious difference. The age studies support the previous findings (Lee1986; Hsieh2008 Zhou; and Crain2011), which began at the age of four children understand" "as a quantifier meaning. In addition, the results also show that the majority of children aged 3-4 who didn't lift car" such test sentences become interrogative.
Experiment two showed that children can eliminate stress include "all" and ambiguous sentences, this and previous studies in other languages can eliminate ambiguity when children through stress are different. The conclusions and experimental results show that the stress in the test sentences ", children's understanding and enhance with the increase of age when in doubt about the meaning of children's understanding, showing the inconsistency of age, because the tested children aged 4-5 are able to make the correct answer for the test sentences, and a small number of children aged 5-6 in put stress on the test question words into sentences in" stress ", we think this is related to individual differences in children's and their language input.
For the children how to solve the "Quantifier" learnability problem, the transition to the adult grammar, we support Zhou (2011) point of view, the child's brain has a variable constraint mechanism to help children choose the correct expression in the specific language environment, they only need to learn the language features of language knowledge there. Children can contain "ambiguity" by eliminating stress, because "between prosodic features" and its syntactic and semantic features of the links in the children's language has firmly established.

【学位授予单位】：湘潭大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H193.1

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