基于语料库的汉语物体指称行为研究
发布时间：2018-08-30 11:36
【摘要】：指称物体是日常交际中常见的行为类型。本文运用语料库语言学方法,对比分析汉语交际中成人和儿童在实施物体指称行为方面的异同。 指称行为常需借助指称语实施。本文借鉴马博森(2005)分析人物指称行为的研究思路,构建了一个研究自然会话中物体指称行为的三分模式。该三分模式由物体本体层、认知层和语言体现层构成。在物体本体层,本文区分物理世界、心理世界和话语世界的不同物体类型。在认知层,我们把指称物体看作是发话人在当前话语空间对指称对象进行识解的过程,在此基础上本文分析了影响发话人识解的三方面因素：识解方式、语境因素和物体的认知本体因素。在语言体现层,本文构建了物体指称语系统,该系统由现场物体指称语系统、非现场物体指称语系统、混合指称语系统和类指语系统四部分构成。除物体指称语系统外,本文在语言体现层还分析了与物体指称语相关的引入语与续谈语的语义关联类型、类名切换现象、转指现象、指示词“这”、“那”的用法、指称修正现象以及编码非现场物体时的指称语分布模式。 除指称语外,实施物体指称行为还常借助指向、像似等非语言手段,本文把这些由手实施的非语言手段称为涉手模式,并构建了物体指称行为中涉手模式的分析框架。该框架首先把物体分为三类：现场物体、非现场物体和一类物体,然后进一步区分指称物体时使用的三种涉手模式类型：指向、像似和放置,其中指向模式可细分为大指向和小指向；像似模式可细分为模型模式、动作模式和描绘模式。在这个分析框架的基础上,本文分析了实施物体指称行为时涉手模式与指称语的三种互动方式：涉手模式从属于指称语、指称语从属于涉手模式、涉手模式和指称语居于平等地位。 以上述三分模式和涉手模式的分析框架为基础,本文制定语料标注方案,标注用于对比的录音语料和录像语料,其中录音语料用于对比分析成人和儿童在使用指称语方面的异同,录像语料用于对比分析两类人群在使用涉手模式方面的异同。 本文的对比分析从11个方面展开,主要有如下发现： (1)成人和儿童在指称物体时使用指称语的策略以相同点居多。差异主要包括：成人所使用的指称语的形式比儿童更为丰富；在引入非现场物体时,成人倾向于使用定指语,儿童倾向于使用不定指语；成人更多地使用“那”指称语、“的”字结构、复指语和零形式：儿童更多地使用数量结构名词短语、参照点结构名词短语、代词“它”和引语中的指称语；在选择类名切换策略方面,成人更多使用由下位类名切换至上位类名的策略,而儿童倾向于在同级类名之间切换；在指示词的用法方面,成人更多地使用表可识别的“那”,儿童更多地使用承担续谈用法的“这”和“那”； (2)在使用涉手模式方面,两类人群的表现既有相同点也有不同点。相同点包括：在使用指向模式方面,大部分大指向用于指明现场物体；大部分小指向用于指明非现场物体和一类物体;在指明非现场物体和一类物体时,两类人群均更依赖指称语。在使用像似模式方面,大部分像似模式都用于描述非现场物体,像似模式与指称语的主要互动方式均为像似模式从属于指称语。在不同点方面,我们发现儿童在指明现场物体时更依赖指向模式,而成人更依赖指称语。在使用像似模式表征非现场物体和一类物体时,成人更多地使用模型模式,儿童则倾向于使用描绘模式。 基于上述发现,本文认为,4岁至9岁儿童的指称交际能力整体上仍处于发展之中,与成人相比仍存在差异。
[Abstract]:Referential object is a common type of behavior in daily communication. This paper uses corpus linguistics to analyze the similarities and differences between adults and children in implementing object referential behavior in Chinese communication.
Referential behavior is often carried out by referential terms. Based on Mabson's (2005) analysis of referential behavior, this paper constructs a three-part model of referential behavior in natural conversation. The three-part model consists of object noumenon layer, cognitive layer and linguistic expression layer. On the cognitive level, we regard the referential object as the process of the speaker's understanding of the referential object in the current discourse space. On this basis, this paper analyzes three factors that affect the speaker's understanding: the mode of understanding, the context factor and the cognitive noumenon factor of the object. This paper constructs an object referential system, which consists of four parts: on-site object referential system, off-site object referential system, mixed referential system and quasi-referential system. Class name switching, anaphora, the usage of the demonstratives "this" and "that", referential modification and the distribution pattern of referential terms in encoding off-site objects.
In addition to referential expressions, non-verbal means such as pointing and iconicity are often used to refer to objects. In this paper, these non-verbal means implemented by hand are called hands-involved patterns, and an analytical framework of hands-involved patterns in object referential behaviors is constructed. Further distinguish the three types of hand-touching patterns used when referring to objects: pointing, iconicity and placement, in which the pointing patterns can be subdivided into large and small pointing; the iconicity patterns can be subdivided into model patterns, action patterns and description patterns. There are three interactive modes of referential expressions: referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, and referential expressions are on an equal footing.
Based on the analysis framework of the above-mentioned three-part model and hands-involved model, this paper develops a corpus annotation scheme to annotate the audio and video corpus for comparison, in which the audio corpus is used to compare and analyze the similarities and differences between adults and children in the use of reference, and the video corpus is used to compare and analyze the two groups of people in the use of hands-involved model. Similarities and differences.
The comparative analysis of this article starts from 11 aspects, mainly as follows:
(1) Adults and children use the same referential language when referring to objects. The differences mainly include: adults use more abundant forms of referential language than children; adults tend to use the fixed reference language when introducing off-site objects; children tend to use the indefinite reference language; adults use more "that" referential language. Children use more quantitative NOUN phrases, reference point NOUN phrases, pronoun "it" and references in quotations; adults use more switching strategies from subordinate to superordinate in choosing class name switching strategies, while children tend to switch between class names at the same level. In terms of the usage of demonstratives, adults use more "that" which can be identified by the table, and children use more "this" and "that" which assume the continuation usage.
(2) There are similarities and differences in the performance of the two groups of people in the use of hand-involved mode. The similarities include: in the use of pointing mode, most of the large pointing points are used to indicate the scene objects; most of the small pointing points are used to indicate the non-scene objects and a class of objects; and both groups of people are more dependent when pointing out the non-scene objects and a class of objects. In terms of using iconic patterns, most iconic patterns are used to describe off-site objects. The main interaction between iconic patterns and referents is that iconic patterns are subordinate to referents. When similar patterns represent off-site objects and a class of objects, adults use model patterns more often, while children tend to use descriptive patterns.
Based on the above findings, this paper argues that children aged 4 to 9 are still developing their referential communicative competence as a whole, and there are still differences compared with adults.
【学位授予单位】：浙江大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：H136
本文编号：2212947
[Abstract]:Referential object is a common type of behavior in daily communication. This paper uses corpus linguistics to analyze the similarities and differences between adults and children in implementing object referential behavior in Chinese communication.
Referential behavior is often carried out by referential terms. Based on Mabson's (2005) analysis of referential behavior, this paper constructs a three-part model of referential behavior in natural conversation. The three-part model consists of object noumenon layer, cognitive layer and linguistic expression layer. On the cognitive level, we regard the referential object as the process of the speaker's understanding of the referential object in the current discourse space. On this basis, this paper analyzes three factors that affect the speaker's understanding: the mode of understanding, the context factor and the cognitive noumenon factor of the object. This paper constructs an object referential system, which consists of four parts: on-site object referential system, off-site object referential system, mixed referential system and quasi-referential system. Class name switching, anaphora, the usage of the demonstratives "this" and "that", referential modification and the distribution pattern of referential terms in encoding off-site objects.
In addition to referential expressions, non-verbal means such as pointing and iconicity are often used to refer to objects. In this paper, these non-verbal means implemented by hand are called hands-involved patterns, and an analytical framework of hands-involved patterns in object referential behaviors is constructed. Further distinguish the three types of hand-touching patterns used when referring to objects: pointing, iconicity and placement, in which the pointing patterns can be subdivided into large and small pointing; the iconicity patterns can be subdivided into model patterns, action patterns and description patterns. There are three interactive modes of referential expressions: referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, and referential expressions are on an equal footing.
Based on the analysis framework of the above-mentioned three-part model and hands-involved model, this paper develops a corpus annotation scheme to annotate the audio and video corpus for comparison, in which the audio corpus is used to compare and analyze the similarities and differences between adults and children in the use of reference, and the video corpus is used to compare and analyze the two groups of people in the use of hands-involved model. Similarities and differences.
The comparative analysis of this article starts from 11 aspects, mainly as follows:
(1) Adults and children use the same referential language when referring to objects. The differences mainly include: adults use more abundant forms of referential language than children; adults tend to use the fixed reference language when introducing off-site objects; children tend to use the indefinite reference language; adults use more "that" referential language. Children use more quantitative NOUN phrases, reference point NOUN phrases, pronoun "it" and references in quotations; adults use more switching strategies from subordinate to superordinate in choosing class name switching strategies, while children tend to switch between class names at the same level. In terms of the usage of demonstratives, adults use more "that" which can be identified by the table, and children use more "this" and "that" which assume the continuation usage.
(2) There are similarities and differences in the performance of the two groups of people in the use of hand-involved mode. The similarities include: in the use of pointing mode, most of the large pointing points are used to indicate the scene objects; most of the small pointing points are used to indicate the non-scene objects and a class of objects; and both groups of people are more dependent when pointing out the non-scene objects and a class of objects. In terms of using iconic patterns, most iconic patterns are used to describe off-site objects. The main interaction between iconic patterns and referents is that iconic patterns are subordinate to referents. When similar patterns represent off-site objects and a class of objects, adults use model patterns more often, while children tend to use descriptive patterns.
Based on the above findings, this paper argues that children aged 4 to 9 are still developing their referential communicative competence as a whole, and there are still differences compared with adults.
【学位授予单位】：浙江大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：H136
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