南方汉语儿童双音节词声调习得的研究
发布时间：2019-06-14 11:02
【摘要】：关于儿童语音习得,Lenneberg(1967)提出了独立假说(Independence Hypothesis),认为语言的发展受制于生理成熟机制,且独立于成人语言环境的影响。Boysson-Bardies et al.(1984,1989)提出了早期交互假说(Hypothesis of Early Interaction),认为语言环境对儿童语言发展起关键作用。 基于对长沙18名汉语儿童的语音调查,本学位论文旨在探讨他们对双音节词中不同声调组合的习得情况,其习得过程是否具有普遍的发展规律还是呈现个体差异,主要探讨以下问题： 1)儿童三岁前是否己习得全部16种汉语声调组合? 2)在两至三岁期间,双音节声调有怎样的习得顺序? 3)儿童双音节声调习得特征是否会因性别因素而存在系统性的变化? 4)随着年龄的增长,儿童的双音节声调模式是否会逐渐偏向成人的特征? 受试者包括18名长沙儿童和2名成人。这些儿童分为三个年龄层次,两岁、两岁半、三岁,且每个年龄段男女数量均等。2名成人是湖南大学语言学系的研究生,母语为汉语。受试材料是32幅熟悉事物的彩色图片,要求受试者产出32个双音节词,且每个声调组合有2个不同的词组。数据采集使用SONY ICD-TX50在自然环境中录制,共发现1280个产出音节。 本学位论文运用统计分析和声学研究两种方法,有如下发现： 1)儿童在三岁前尚未完全习得所有的声调组合。 2)双音节声调习得具有一定的顺序。 两岁时,他们未掌握任何一种声调组合。两岁半时,已习得T1+T1, T1+T2, T2+T1, T2+T2, T2+T4, T4+T2, T4+T4。三岁时,能清楚辨别T3+T1和T3+T2。三岁后,仍旧有一些声调组合未完全习得,包括T1+T3, T1+T4, T2+T3, T3+T3, T3+T4,T4+T1和T4+T3。 3)男女习得顺序存在差异性,需要区别对待。男童两岁半时习得T1+T1,T1+T2, T2+T4,六个月后掌握了T1+T4, T2+T1, T3+T1, T3+T2。女童两岁半时习得了T2+T4, T4+T4,六个月后掌握T1+T1, T1+T2, T1+T4, T2+T1, T2+T2, T4+T2。另在双音节习得中,性别因素对T4的平均基频值具有系统影响,女童的数值一直高于男童的数值。 4)随着年龄的增长,儿童声调的发展逐渐接近成人的声调特征。研究成果支持了早期交互假说原理,不支持独立假说。
[Abstract]:With regard to, Lenneberg (1967, an independent hypothesis is put forward that (Independence Hypothesis), holds that the development of language is restricted by the mechanism of physical maturity and independent of the influence of adult language environment. Boysson-Bardies et al. (1984, 1989) put forward the early interaction hypothesis (Hypothesis of Early Interaction), believes that language environment plays a key role in children's language development. Based on the phonetic survey of 18 Chinese children in Changsha, the purpose of this thesis is to explore whether there is a general law of development or individual differences in the acquisition process of different tone combinations in disyllabic words. The main questions are as follows: 1) do children acquire all 16 Chinese tone combinations before the age of three? 2) between the ages of two and three, What is the acquisition order of disyllabic tones? 3) will there be systematic changes in children's disyllabic tone acquisition characteristics due to gender factors? 4) with the increase of age, will children's disyllabic tone patterns gradually favor the adult characteristics? The subjects included 18 Changsha children and 2 adults. The children are divided into three age groups, two and a half years old and three years old, and the number of men and women is equal for each age group. Two adults are graduate students in the Department of Linguistics of Hunan University and their mother tongue is Chinese. The subjects were 32 color pictures of familiar things, requiring the subjects to produce 32 disyllabic words, and each tone combination had 2 different phrases. SONY ICD-TX50 was used to record the data in the natural environment, and a total of 1280 syllables were found. Using statistical analysis and acoustic research, the following findings are found: 1) Children have not fully acquired all tone combinations before the age of three. 2) the two-tone is acquired in a certain order. At the age of two, they did not master any combination of tones. At the age of two and a half years old, T1 T 1, T 1 T 2, T 2 T 1, T 2, T 2 T 4, T 4 T 2, T 4 had been acquired. At the age of three, T 3 T 1 and T 3 T 2 could be clearly distinguished. After the age of three, there are still a number of tone combinations that have not been fully acquired, including T1 T3, T1 T4, T2 T3, T4T1 and T4T3. 3) there are differences in the acquisition order between men and women, which need to be treated differently. When the boy was two and a half years old, he acquired T1 T 1, T 1 T 2, T 2 T 4, T 2 T 1, T 3 T 2 after six months. The girls acquired T2 T 4, T 4 at the age of two and a half. After six months, they mastered T 1, T 1 T 2, T 1 T 4, T 2 T 1, T 2, T 4 T 2. In addition, in disyllabic acquisition, gender factor has a systematic impact on the average fundamental frequency of T4, and the value of girls is always higher than that of boys. 4) with the increase of age, the development of children's tone is close to the tone characteristics of adults. The research results support the principle of early interaction hypothesis, but not the independent hypothesis.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H193.1
本文编号：2499343
[Abstract]:With regard to, Lenneberg (1967, an independent hypothesis is put forward that (Independence Hypothesis), holds that the development of language is restricted by the mechanism of physical maturity and independent of the influence of adult language environment. Boysson-Bardies et al. (1984, 1989) put forward the early interaction hypothesis (Hypothesis of Early Interaction), believes that language environment plays a key role in children's language development. Based on the phonetic survey of 18 Chinese children in Changsha, the purpose of this thesis is to explore whether there is a general law of development or individual differences in the acquisition process of different tone combinations in disyllabic words. The main questions are as follows: 1) do children acquire all 16 Chinese tone combinations before the age of three? 2) between the ages of two and three, What is the acquisition order of disyllabic tones? 3) will there be systematic changes in children's disyllabic tone acquisition characteristics due to gender factors? 4) with the increase of age, will children's disyllabic tone patterns gradually favor the adult characteristics? The subjects included 18 Changsha children and 2 adults. The children are divided into three age groups, two and a half years old and three years old, and the number of men and women is equal for each age group. Two adults are graduate students in the Department of Linguistics of Hunan University and their mother tongue is Chinese. The subjects were 32 color pictures of familiar things, requiring the subjects to produce 32 disyllabic words, and each tone combination had 2 different phrases. SONY ICD-TX50 was used to record the data in the natural environment, and a total of 1280 syllables were found. Using statistical analysis and acoustic research, the following findings are found: 1) Children have not fully acquired all tone combinations before the age of three. 2) the two-tone is acquired in a certain order. At the age of two, they did not master any combination of tones. At the age of two and a half years old, T1 T 1, T 1 T 2, T 2 T 1, T 2, T 2 T 4, T 4 T 2, T 4 had been acquired. At the age of three, T 3 T 1 and T 3 T 2 could be clearly distinguished. After the age of three, there are still a number of tone combinations that have not been fully acquired, including T1 T3, T1 T4, T2 T3, T4T1 and T4T3. 3) there are differences in the acquisition order between men and women, which need to be treated differently. When the boy was two and a half years old, he acquired T1 T 1, T 1 T 2, T 2 T 4, T 2 T 1, T 3 T 2 after six months. The girls acquired T2 T 4, T 4 at the age of two and a half. After six months, they mastered T 1, T 1 T 2, T 1 T 4, T 2 T 1, T 2, T 4 T 2. In addition, in disyllabic acquisition, gender factor has a systematic impact on the average fundamental frequency of T4, and the value of girls is always higher than that of boys. 4) with the increase of age, the development of children's tone is close to the tone characteristics of adults. The research results support the principle of early interaction hypothesis, but not the independent hypothesis.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H193.1
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