焦点副词的早期语言习得

发布时间：2019-03-16 15:55

【摘要】：本研究基于大约1岁到2岁半的4名北京儿童、共计195次访问记录的语料,讨论了儿童对焦点副词("又、也、还、只、才、就")的习得。研究表明,焦点的词汇与句法标记发展不同步,副词是儿童早期标记焦点的最重要手段;添加性副词的习得情况要比限制性的好;部分焦点副词的辖域解读表现出主语或谓语倾向性;儿童对焦点副词的连用、焦点副词与其它逻辑词连用时在线性次序上的限制条件已表现出敏感;不同的儿童存在个体差异,但共性更为显著;成人用于标记焦点的副词并未都出现,表明焦点知识的发展是一个渐进的过程。
[Abstract]:Based on a total of 195 interviews of four Beijing children aged 1 to 2 and a half, this study discussed children's acquisition of focus adverbs ("again, and also, only,"). The research shows that the development of lexical and syntactic markers in focus is out of sync, and adverbs are the most important means of marking focus in early childhood, and the acquisition of additive adverbs is better than that of restrictive ones. The interpretation of part of the focus adverb shows the tendency of subject or predicate, the children are sensitive to the combination of the focus adverb and other logical words, and the limitation of the linear order of the focus adverb is sensitive to the combination of the focus adverb and other logical words. There are individual differences in different children, but the commonness is more significant, and the adverbs used to mark focus in adults have not all appeared, indicating that the development of focus knowledge is a gradual process.
【作者单位】：北京林业大学外语学院;北京语言大学汉语进修学院;
【基金】：教育部人文社会科学研究一般项目“语用习得的实验研究:以等级隐涵与标记性焦点为切入点”(11YJC740024) 北京语言大学青年自主科研支持计划资助项目(中央高校基本科研业务费专项资金资助)“博士科研启动基金项目”“普通话儿童动词论元结构的习得机制与发展模式”(11JBB030)
【分类号】：H193.1

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