汉语婴幼儿语法范畴的最初习得

发布时间：2018-05-09 02:00

本文选题：儿童语言习得 + 汉语普通话　；参考：《中国社会科学院研究生院》2012年博士论文

【摘要】：语法系统的习得是母语习得中非常重要的方面，因为语言是遵循一定的语法规则的，而儿童构建自己的语言必然是按照一定语法规则进行的。因此，如何习得语法系统中最基础的部分——语法范畴，就成为了儿童语法习得中最重要的问题。因为语法范畴是构成句子及句法规则的基础。有了这些基础知识，儿童才能进一步习得其他语法范畴。语法范畴对于理解母语中的句子，并说出自己的句子，甚至是一些他们从未听过的句子都很重要。儿童在语言习得的最初阶段，是怎样习得语法范畴的，这是我们最关心的问题。在语言习得过程中，词汇是需要儿童逐个学习并且记忆的。儿童在学习词汇时，需要将词汇归入适当的语法范畴，如名词、动词、副词等。但是，儿童是如何将词归入语法范畴的，这一过程的形成机制与决定因素仍不明确。关于幼儿早期如何习得句法范畴，主要有三种理论：语义启动理论、音韵启动理论和分布启动理论。本文以分布启动理论为指导，利用感知实验的方法，考察汉语幼儿能否利用分布特征对名词、动词进行范畴化。名词和动词是最基本的词类，也是儿童最早接触、习得的词类，对于儿童词类习得来说十分重要。关于儿童名词、动词的范畴化习得，德语、法语和英语中曾有个别研究，这些研究中幼儿多是利用形态标记的分布特征对名词和动词进行范畴化。汉语与这些西方语言不同，汉语中存在很多可以兼类使用的词，如“研究、调查、感受”等词，都是既可以作名词使用，，也可以作动词使用，而没有任何形态或语音上的变化。这些兼类词为幼儿词类习得增加了很大的难度。其次，汉语是缺乏形态变化的语言。在英语、法语等有形态变化的语言中，功能词及词缀比较丰富，儿童可以借助词缀等形态环境对词类进行范畴化。但是汉语中却没有形态变化，词类也缺少词缀、必须共现的冠词。那么，汉语中词类在缺乏形态的情况下，汉语幼儿是利用什么信息来获得词类范畴的呢？目前关于汉语儿童词类范畴化的研究还是空白。本文主要关注汉语幼儿如何对名词和动词进行范畴化习得。对这个问题的研究有助于我们了解大脑的语言认知系统，了解不同语言语言习得机制的普遍性与特殊性。本文首先对父母的输入语言中名词和动词的分布特征进行了分析。结果发现汉语输入语言中存在如下特点：1）词的兼类使用情况很少。基本上没有同一个词既用作名词，又用作动词的情况。2）父母使用的部分名词和动词前面或后面会出现功能词，但前后同时出现功能词的机率较小。但是，汉语中名词和动词前后出现的功能词框架没有重叠的情况，功能词框架的分布比较清晰。3）父母在与幼儿的自然交流中所使用的名词和动词在音节数上有明显的差异。名词更多是双音节词，而动词更多是单音节词。基于汉语中名词和动词分布上具有的特点，我们设计了六个感知实验。被试为汉语普通话环境中的12－14个月和18－22个月的幼儿，被试共有173名（其中64.7%有效）。实验均采用注视法（visual fixation procedure），选取了3岁前幼儿不熟悉的词作为目标词（如：“研究、省”），保证了幼儿能够在不依赖目标词的语义信息的情况下完成对目标词的范畴化；并从父母的输入语言中选取了高频的功能词作为环境词，考察幼儿能否根据汉语输入语言中存在的分布特征对名词和动词进行范畴化。实验一、二：考察如果只依靠前置功能词，汉语幼儿是否能够对名词和动词进行抽象范畴化。12－14个月和18－22个月的幼儿参加了实验。实验采用了6个目标词，“研究、检验、发明、调查、统计、辩论”；4个目标词前的修饰词，“我的……、这个……、我也……、你别……”。实验三：被试为母语为15个月的非汉语的幼儿。实验三在加拿大魁北克大学心理学系言语实验室完成。实验语料及方法与实验二相同。实验四、五：考察汉语幼儿是否能够利用功能词框架对名词和动词进行范畴化。18－22个月和12－14个月的幼儿参加了实验。采用了6个功能词框架，包括3个名词框架：“在……上”，“个……是”，和“的……都”；3个动词框架：“就……了”，“没……过”和“还……着”。两个目标词为“囤/屯”和“省”。实验六：考察汉语幼儿在利用功能词框架对名词和动词进行范畴化的时候，熟悉的词是否有影响。18－22个月的幼儿参加了实验。使用实验四中的6个功能词框架，包括3个名词框架：“在……上”，“个……是”，和“的……都”；3个动词框架：“就……了”，“没……过”和“还……着”。两个目标词为“囤/屯”和“省”。结果显示幼儿在只有前侧功能词（实验一、二）的情况下，已有一定的范畴化能力；在前后都有功能词（实验四、五）的情况下，18－22个月的幼儿能够对名词进行范畴化，不能对动词进行范畴化，12－14个月的幼儿对名词有部分的范畴化能力。结果说明目标词前功能词及前后功能词框架为幼儿对名词的范畴化提供了足够的分布信息。 12－14个月的汉语幼儿表现出了一定的范畴化的能力，到18－22个月时由表现出较强的能力，说明幼儿的范畴化的能力具有由弱到强的发展的过程。汉语幼儿在14个月到18个月期间，范畴化的能力有了较大的发展。范畴化能力的发展是随着幼儿认知能力的发展而增强的，随着幼儿认知能力、语言能力以及词汇量的增加，幼儿对词类的范畴化的能力也逐渐增强。本文的研究对于范畴习得理论具有重要意义，证明了句法范畴在幼儿习得语言的初期就已经出现，并且与词的语义习得是相互独立的。这一结果与语义启动理论的观点不同，支持了分布启动理论，并支持了幼儿在语言习得初期就有抽象的句法知识这一观点。
[Abstract]:The acquisition of the grammar system is very important in the acquisition of the native language , because the language follows a certain grammatical rule , and the child ' s construction of its own language is bound to be carried out according to certain grammar rules . As a result , how to acquire the most basic part _ grammar category in the grammar system becomes the most important problem in children ' s grammar acquisition .

In the process of language acquisition , vocabulary is required for children to learn and remember one by one . When learning vocabulary , children need to put the words in the appropriate grammatical category , such as nouns , verbs , adverbial words , etc . However , how children attribute the words to the grammatical category is still unclear .

There are three main theories about how early childhood can acquire the syntactic category : the theory of semantic priming , the theory of sound initiation and the theory of distribution initiation . In this paper , based on the theory of distribution initiation , this paper studies whether Chinese children can use the distribution characteristics to classify nouns and verbs by using the method of perception experiment .

In Chinese and western languages , there are many kinds of words , such as " research , investigation , feeling " and so on .

At present , the research on the categorization of Chinese children ' s vocabulary is still blank . This paper mainly focuses on how Chinese children learn from nouns and verbs . The study of this problem can help us to understand the language cognitive system of the brain and to understand the universality and particularity of different language acquisition mechanisms .

This paper first analyzes the distribution characteristics of nouns and verbs in the input language of parents .

Based on the characteristics of nouns and verbs in Chinese , we designed six cognitive experiments . The subjects were tested for 12 - 14 months and 18 - 22 months in Chinese Putonghua , 173 of them were tested ( 64.7 % were effective ) . All experiments were followed by visual fixation procedure , and the words which were unfamiliar to children before 3 years were selected as target words ( such as " study , province " ) , which ensured that children can complete the categorization of target words without relying on the semantic information of the target words ;
The function words of high frequency are selected from the parents ' input language as the environment word , and whether the children can classify the nouns and verbs according to the distribution characteristics of the Chinese input language .

Experiment 1 , 2 : To investigate whether Chinese children can abstract nouns and verbs only by means of pre - functional words . 12 - 14 months and 18 - 22 months of young children participated in the experiment . Six target words , " research , inspection , invention , investigation , statistics and debate " were used in the experiment .
The modifiers before the four target words , " I . . this . . I . . you don ' t . "

Experiment 3 : The mother tongue is a non - Chinese infant whose mother tongue is 15 months . The experiment is completed in the speech laboratory of the Department of Psychology , Quebec University , Canada . The experimental corpus and method are the same as the experiment two .

Experiment 4 , 5 : To investigate whether Chinese children can use functional word framework to classify nouns and verbs . 18 - 22 months and 12 - 14 months of young children participated in the experiment . Six functional word frames were used , including 3 noun frames : " In . , " , " , " , and " .
Three verbs frame : " Yes . " , " No . " and " also . " The two target words are " bin / tun " and " province " .

Experiment 6 : To investigate whether Chinese children have influence during the categorization of nouns and verbs by using functional word frames . 18 - 22 months of young children participated in the experiment . 6 functional words frame in experiment 4 were used , including 3 noun frames : " In . , " , " , " , and " .
Three verbs frame : " Yes . " , " No . " and " also . " The two target words are " bin / tun " and " province " .

The results showed that in the case of only the front functional words ( experiment I , II ) , children had certain categorization ability ;
In the case of the functional words ( experiment 4 , 5 ) , children 18 - 22 months can classify the nouns without categorization of the verbs , and children of 12 - 14 months have a partial categorization ability to nouns . The results show that the pre - functional words and the pre - and post - functional words framework provide enough distribution information for the categorization of nouns .

With the development of children ' s cognitive ability , the development of categorization ability is enhanced with the development of children ' s cognitive ability . With the increase of cognitive ability , language ability and vocabulary , children ' s ability to categorization is gradually enhanced .

The research of this paper is of great significance to the theory of category acquisition , which proves that the syntactic category has appeared in the early stage of child acquisition language and is independent from the semantic acquisition of words . This result is different from the view of semantic initiation theory , supports the distribution initiation theory , and supports the viewpoint that young children have abstract syntax knowledge in the early stage of language acquisition .

【学位授予单位】：中国社会科学院研究生院
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H193.1

【参考文献】