汉语智障儿童动词论元结构的研究

发布时间：2018-07-10 16:25

本文选题：汉语智障儿童 + 论元结构复杂性　；参考：《南京师范大学》2012年硕士论文

【摘要】：动词论元结构研究是现代语言学研究中的一个重要课题,但是对智障儿童这一特殊群体的研究还相当缺乏。本研究通过MLU匹配,各选取了21名智障儿童被试和21名典型发展儿童被试,采用图画描述任务,从论元结构表征和论元结构复杂性这两个角度对智障儿童动词论元结构加工进行了研究。本文首先分离出了长度因素的影响,结果发现长度因素无论对典型发展儿童还是智障儿童都没有产生显著影响,说明由于年龄的增长,智障儿童的加工能力已经超越了句子长度因素的限制。另外研究发现年龄、句子长度和儿童加工能力之间存在一定的关系。在排除了句子长度因素影响的基础上,本研究从论元结构复杂性角度对智障儿童进行了研究,发现论元数量是影响智障儿童主语省略的一个重要因素,说明论元数量影响具有跨语言的普遍性。虽然实验结果呈现出一定程度的论元结构复杂性效应,但没有像动词论元结构复杂性效应所预测的那样呈现出严格的梯度等级变化,这说明论元结构复杂性效应在不同的语言中作用方式是不同的。为了探讨论元结构表征对智障儿童论元结构加工的影响,本文分别从可选主语时期和论元结构句法-语义表征角度进行了探讨,结果发现可选主语时期对汉语智障儿童和典型发展儿童论元结构加工没有影响,说明可选主语时期在不同语言中不具有普遍性,它存在于英语这一类语言中,而在汉语中不存在。通过对论元结构不当使用的比较分析发现,智障儿童动词论元结构表征不准确或不完整,尤其是三元动词,说明智障儿童可能在词库里存储了错误的动词意义、句法子范畴框架和论元框架,并且不能将论元的句法和语义信息正确地连接,因此论元结构的不规则使用十分频繁。在上面讨论的基础上我们发现,论元数量和论元结构表征在智障儿童语言加工中并不是相互独立的因素,而是共同作用导致了智障儿童论元结构缺陷,也反映了语言加工能力和语言知识表征共同影响了儿童的语言加工。另外通过和典型发展儿童比较发现,智障儿童相比于典型发展儿童在动词论元结构加工上存在严重损伤。
[Abstract]:The study of verb argument structure is an important subject in modern linguistics, but the research on the special group of children with mental retardation is still lacking. In this study, 21 children with intellectual disabilities and 21 children with typical development were selected by MLU matching, and the task of picture description was used. In this paper, the argument structure processing of verbs in children with intellectual disabilities is studied from two angles: representation of argument structure and complexity of argument structure. In this paper, the influence of length factors is first separated. The results show that the length factors have no significant effect on the typical developed children or children with intellectual disabilities. The processing ability of children with mental retardation has exceeded the limit of sentence length. In addition, it is found that there is a certain relationship between age, sentence length and children's processing ability. On the basis of excluding the influence of sentence length, this study studies children with intellectual disabilities from the point of view of the complexity of argument structure. It is found that the number of arguments is an important factor affecting the omission of subjects of children with intellectual disabilities. It shows that the influence of argument quantity is universal across languages. Although the experimental results show a certain degree of argument structure complexity effect, it does not show a strict gradient change as predicted by the verb argument structure complexity effect. This shows that the complexity effect of argument structure is different in different languages. In order to explore the influence of argument meta-structural representation on the processing of argument structure in children with intellectual disabilities, this paper discusses the syntactic and semantic representation of argument meta-structure from the perspective of the period of optional subject and the syntactic and semantic representation of argument structure. The results show that the period of optional subject has no effect on the processing of argument structure in Chinese children with intellectual disabilities and children with typical development, indicating that the period of optional subject is not universal in different languages, and it exists in such languages as English. But it doesn't exist in Chinese. Through the comparative analysis of improper use of argument structures, it is found that the representation of argument structures of verbs in children with intellectual disabilities is inaccurate or incomplete, especially the ternary verbs, which indicates that children with mental disabilities may have stored wrong verb meanings in the lexicon. The grammatical subcategory framework and argument meta-frame can not correctly link the syntactic and semantic information of argument, so the irregular use of argument structure is very frequent. On the basis of the above discussion, we find that the number of arguments and the representation of argument structure are not independent factors in language processing of children with intellectual disabilities, but the joint action leads to the defects of argument structure of children with intellectual disabilities. It also reflects that language processing ability and language knowledge representation affect children's language processing together. In addition, compared with the typical developing children, the children with mental retardation have serious damage in the processing of verb argument structure compared with the typical developmental children.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146

【引证文献】