普通话特殊型语言障碍儿童对全称量词“都”的习得研究

发布时间：2018-05-24 02:06

本文选题：特殊型语言障碍 + 语言习得　；参考：《广东外语外贸大学》2013年硕士论文

【摘要】：对全称量词“都”的研究一直是学界的热点话题。儿童语言习得研究致力于解决正常儿童何时以及如何习得“都”的穷尽性以及全称量词与否定的辖域问题。此外，国外研究发现特殊性语言障碍(SLI)儿童在习得穷尽性和全称量词方面存在困难，表明SLI儿童可能在语义方面存在缺陷。但是，迄今为止国内还没有关于汉语SLI儿童对全称量词“都”的研究。因此，本文试图通过实验方式探讨SLI儿童对全称量词“都”的习得，具体是要探讨SLI儿童习得“都”的穷尽性以及“都”与否定的辖域时可能存在的困难，并尝试给出相应解释。实验包括来自合肥，新乡，长沙和广州四个城市的36名受试儿童。这些受试儿童分为三组，每组12人。第一组为特殊型语言障碍(SLI)组，通过相关量表确认。第二组为正常儿童年龄匹配(TDA)组，比SLI儿童年龄小，但与SLI儿童在年龄和性别上一一匹配。第三组为正常儿童语言能力匹配(TDY)组，与SLI儿童在性别和语言能力上一一匹配。本研究包括两个实验:“都”的穷尽性以及“都”与否定的辖域。本研究采用SPSS16.0对实验所得数据进行分析。结果表明SLI儿童在习得“都”的穷尽性和“都”与否定的辖域方面存在困难。首先，在关于“都”的穷尽性实验中，SLI儿童将全称量词理解为一个或两个，其结果与同龄组儿童存在显著差异，原因可能在于SLI儿童还不知道“都”的量化辖域需要穷尽，即SLI儿童未能习得全称量化的概念。其次，在关于“都”与否定的辖域实验中，SLI儿童认为“每匹马都没有跳过篱笆”这个结构有歧义并倾向于接受逆序解释。其结果与同龄组儿童存在显著差异，原因可能在于SLI儿童对“都”的焦点特征没有完全掌握。本文初步探讨了普通话SLI儿童对全称量词“都”的习得。研究表明SLI儿童对全称量词“都”的习得存在困难。这与国外其它语言的相关研究一致，表明汉语SLI儿童可能在语义方面存在缺陷。本研究将对普通话SLI儿童进行及早诊断，干预和治疗有一定的参考价值。同时，本研究也有助于进一步研究SLI儿童对其它量化结构的习得，如增加性和限定性焦点，以及其它量词的习得，，如“一些”，以便能够全面认识SLI儿童对量化的习得以及其在语义方面的可能缺陷。
[Abstract]:The study of the full-name quantifier "du" has been a hot topic in academic circles. The study of children's language acquisition is devoted to solving the problem of when and how normal children acquire "du" and the scope of full term quantifier and negation. In addition, foreign studies have found that children with specific language disorders (SLI) have difficulties in acquiring exhaustive and full quantifiers, indicating that SLI children may have semantic defects. However, up to now, there is no research on Chinese SLI children's full-name quantifier "du". Therefore, this paper attempts to explore the acquisition of the full quantifier "du" by SLI children by means of experiments, specifically to explore the exhaustion of the acquisition of "capital" by SLI children and the difficulties that may exist in the acquisition of "capital" and negation. And try to give the corresponding explanation. The experiment included 36 children from four cities of Hefei, Xinxiang, Changsha and Guangzhou. The children were divided into three groups, 12 in each group. The first group was a special language disorder (SLI) group, confirmed by correlation scale. The second group was a normal child age matching group, which was younger than that of SLI children, but matched with SLI children in age and sex one by one. The third group was a normal child language ability matching group, and matched with SLI children on gender and language ability one by one. This study includes two experiments: the exhaustion of du and the scope of du and negation. In this study, SPSS16.0 was used to analyze the experimental data. The results show that SLI children have difficulties in learning the exhaustion of "city" and the scope of "both" and "negation". First of all, in the exhaustive experiment on "du", children understand the full term quantifier as one or two, and the result is significantly different from that of the children of the same age group. The reason may be that the children of SLI do not know that the quantitative scope of "du" needs to be exhausted. That is, SLI children fail to acquire the concept of full quantification. Secondly, in the domain experiment of "du" and "no", the SLI children think that the structure "no horse has jumped the fence" is ambiguous and tends to accept the reverse interpretation. The results were significantly different from those of children of the same age group, which may be due to the fact that SLI children did not have a complete grasp of the focus characteristics of "du". This paper discusses the acquisition of the full-term "du" by SLI children in Putonghua. The study shows that SLI children have difficulty in acquiring the full-term quantifier "du". This is consistent with other foreign language studies, indicating that Chinese SLI children may have semantic defects. This study will be helpful for early diagnosis, intervention and treatment of putonghua SLI children. At the same time, this study is also helpful to further study the acquisition of other quantitative structures in SLI children, such as additionality and limitation, and the acquisition of other quantifiers, such as "some". In order to fully understand SLI children's acquisition of quantification and its possible semantic defects.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H193.1

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