汉语儿童“是”字结构的发展

发布时间：2018-06-21 00:12

本文选题：汉语早期儿童 + “是”字结构　；参考：《首都师范大学》2013年硕士论文

【摘要】：本文通过对两名北京话儿童SYY和LXY的自然语料的考察,从儿童“是”的三种语法功能——判断、强调、焦点标记的习得出发,考察了汉语早期儿童“是”字结构的习得和发展状况。本文共分六章。第一部分引言。论述本文的选题缘由及研究意义,介绍本文语料的来源及语料库的研究方法,说明了本文运用的理论框架和研究方法,明确本文的主要研究对象为汉语早期儿童“是”字结构的习得情况。第二部分“是”的性质、作用与已有研究综述。对“是”字的性质和语法功能做出简要概述,并总结了“是”字结构的本体研究和习得研究的现状,在探讨相关理论的基础上提出自己的见解,对儿童“是”字语法功能的分类做出说明。第三部分汉语早期儿童“是”字的习得。分别论述了汉语早期儿童“是”的判断、强调、焦点标记三种语法功能的习得时间和产出状况。综合各方面因素对儿童“是”字的习得特征进行了初步的解释。第四部分汉语早期儿童“是”字结构的发展,是第三章内容的深化,也是本文的主体部分。我们综合上一章考察所得的数据及规律,分别探讨了儿童语言中“是1”“是2”“是。”以及“是”字作为词内成分的发展状况。在此基础上,我们从认知水平、语言能力等方面分析了汉语早期儿童“是”字结构的发展过程。第五部分汉语早期儿童“是”字习得的影响因素。从儿童交际需要、输入影响、认知水平、偏向性策略四个角度分析了汉语早期儿童习得“是”字结构的影响因素。第六部分结语。从总体上概述儿童“是”字结构的整体发展情况,并说明本文的一些不足。本文得出的主要规律和结论有： (1)汉语早期儿童最先习得单纯的判断词“是1”；稍后习得带有重音的判断词“是1”和位于句首的焦点标记“是。”,两者交叉习得；最后习得“是2、是3”,“是2”习得更晚些。 (2)无标记的判断动词“是”在汉语早期儿童习得“是”字结构中具有优先权,“是”各语法功能在儿童语言中的产出量与习得顺序相一致。 (3)儿童语言中的“是2”和“是。”都与“是1”紧密结合,并不是单纯的标记词,儿童“是”字结构的发展与“是”的语法化过程密切相关。
[Abstract]:Based on the investigation of the natural corpus of SYY and LXY in two Beijing dialect children, this paper, based on the three grammatical functions of "is", emphasizes the acquisition of focus markers. This paper examines the acquisition and development of the character structure of "is" in early Chinese children. This paper is divided into six chapters. The first part is introduction. This paper discusses the reason and significance of this thesis, introduces the source of the corpus and the research methods of the corpus, and explains the theoretical framework and research methods used in this paper. It is clear that the main object of this study is the acquisition of the word structure of Chinese early childhood. The second part is a review of the nature, function and existing research of "Yes". This paper gives a brief overview of the nature and grammatical functions of the word "is", summarizes the present situation of the study on the ontology and acquisition of the word "is", and puts forward its own views on the basis of discussing the relevant theories. The classification of the grammatical function of the word "is" is explained. The third part is the acquisition of the word "is" in Chinese early childhood. This paper discusses the judgment of "is" in Chinese early childhood, and emphasizes the acquisition time and output of three grammatical functions. Combined with various factors, this paper gives a preliminary explanation of the acquisition characteristics of the word "is". The fourth part is the development of the character structure of Chinese early childhood, the deepening of the third chapter, and the main part of this paper. By synthesizing the data and rules obtained in the previous chapter, we discuss the "is 1", "is 2" and "yes" in children's language. And the development of the word "is" as an internal component of the word. On this basis, we analyze the development process of the character structure of Chinese early children from the aspects of cognitive level and language ability. The fifth part is the influencing factors of Chinese early children's word acquisition. This paper analyzes the influence factors of Chinese early children's acquisition of "is" from the four angles of children's communicative needs, input influence, cognitive level and biased strategy. Conclusion of the sixth part. This paper summarizes the overall development of children's "is" structure, and explains some shortcomings of this paper. The main rules and conclusions obtained in this paper are as follows: (1) early Chinese children first learned the simple judgment word "is 1"; later they learned the word "is 1" with stress and the focal mark "is", which is located at the beginning of the sentence. The final acquisition "is 2, is 3", "is 2" and "is 2" is later acquired. The output of each grammatical function in a child's language is consistent with the acquisition order. Both are closely combined with "is 1" and are not simply marked words. The development of "is" structure is closely related to the grammaticalization process of "is".
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H193.1

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