英汉儿童早期程度副词习得对比分析
发布时间：2019-02-22 20:46
【摘要】：程度副词是现代汉语副词的一个小类，其出现和使用频率较高。纵观现代汉语程度副词的研究，主要集中在宏观描写和微观分析两个方面。前者涉及程度副词的性质、范围、分类、句法功能等因素；后者则是对个别程度副词所具有的个性特征进行研究，或者通过比较显示若干程度副词的特征。本课题以模糊语义特征为核心来研究儿童程度副词的习得，以引导儿童更好地习得程度副词，并对对外汉语教学提供指导。 本课题以两名说汉语儿童和两名说英语儿童为研究对象，参照朱德熙（1982）程度副词分类标准，结合长期跟踪调查所获语料，对汉语程度副词“好、太、很、这么、那么、真、最、老、可、还、更、非常、特别、蛮”等做研究。利用Brown语料库语料，对英语程度副词“so、very、too、little、pretty、almost、enough、only、 hardly、 just、 really”等做分析。对两名说汉语儿童ZHZ、 MHR（01;06;01-05;00;01）、两名说英语儿童ADA、SAR(02;00;01-05;00;01)程度副词习得及使用情况进行研究分析，通过对比研究，揭示英汉儿童程度副词习得的异同，并对其原因进行分析阐释。 对ZHZ和MHR早期程度副词的习得研究发现：较早习得的程度副词是“好、太、很、这么、最”，，其中“好”的使用频率最高，但书面常用程度副词如“特别”、“非常”使用频率较低。对ADA和SAR的语料分析显示：较早习得的程度副词有very、too、just、only，其中too的使用频率最高，习得书面常用程度副词频率较低，且存在个体差异。同时，男孩使用程度副词的频率高于女孩。结合模糊语义对儿童早期程度副词的习得过程做分析，发现模糊语义与儿童程度副词习得密切相关。 对两名说汉语儿童和两名英语儿童早期程度副词习得的对比研究分析表明：（1）儿童对各类程度副词的认知经历了一个较长的过程，儿童从两岁左右开始使用程度副词，直到五岁左右才基本习得口语类程度副词，而书面类程度副词习得较少。（2）儿童程度副词的习得存在关键期。3到4岁是儿童习得“好、太、很、这么、最”的飞跃期。（3）就习得顺序和频率而言，说汉语儿童最早习得“好”，且出现频率最高；说英语儿童较早习得very、too，且使用频率最高。儿童程度副词的习得顺序以及使用频率与儿童认知水平发展、语言输入、语言的复杂程度等因素密切相关。
[Abstract]:Degree adverbs are a subclass of modern Chinese adverbs, which appear and use frequently. The study of degree adverbs in modern Chinese mainly focuses on macro description and micro analysis. The former involves the nature, scope, classification and syntactic function of degree adverbs, while the latter studies the personality characteristics of individual adverbs of degree, or shows the characteristics of adverbs of degree by comparison. This paper focuses on fuzzy semantic features to study the acquisition of children's degree adverbs in order to guide children to acquire degree adverbs better and provide guidance for teaching Chinese as a foreign language. This topic takes two Chinese speaking children and two English speaking children as the research object, referring to Zhu Dexi (1982) degree adverb classification standard, combined with the language data obtained from the long-term follow-up investigation, to the Chinese degree adverb "good, too, very, so, true," The most, old, can, still, more, very, special, quite "do the research." The Brown corpus is used to analyze the English degree adverb "so,very,too,little,pretty,almost,enough,only, hardly, just, really". For two Chinese-speaking children, ZHZ, MHR (01-06-01-05000001) and two English-speaking children ADA,SAR (022000001-050000); 01) the acquisition and use of degree adverbs are analyzed, and the similarities and differences in the acquisition of degree adverbs between English and Chinese children are revealed through a comparative study, and the reasons are analyzed and explained. The study on the acquisition of ZHZ and MHR's early degree adverbs found that the early acquired degree adverbs were "good, too, very, so", in which "good" was used most frequently, but written adverbs such as "special" were commonly used. "very" is used less frequently. The data analysis of ADA and SAR shows that the degree adverbs acquired earlier include very,too,just,only, in which too is the most frequently used, and the frequency of commonly used degree adverbs in acquisition is low, and there are individual differences. At the same time, boys use degree adverbs more frequently than girls. Based on the analysis of the acquisition process of children's early degree adverbs, it is found that fuzzy semantics is closely related to the acquisition of children's degree adverbs. A comparative study of the acquisition of early degree adverbs by two Chinese speaking children and two English children shows that: (1) Children's cognition of various degree adverbs has gone through a long process, and children have started to use degree adverbs from the age of about two years. It is not until about five years of age that spoken adverbs of degree are basically acquired, while those of written ones are acquired less. (2) there is a critical period in the acquisition of children's adverbs of degree. 3 to 4 years of age is the acquisition of "good, too, very, so," (3) in terms of the order and frequency of acquisition, the children who speak Chinese are the first to acquire "good", and the frequency of occurrence is the highest; English-speaking children acquire very,too, earlier and use it the most frequently. The acquisition order and frequency of children's degree adverbs are closely related to the development of children's cognitive level, language input, language complexity and so on.
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H319;H193.1
本文编号：2428611
[Abstract]:Degree adverbs are a subclass of modern Chinese adverbs, which appear and use frequently. The study of degree adverbs in modern Chinese mainly focuses on macro description and micro analysis. The former involves the nature, scope, classification and syntactic function of degree adverbs, while the latter studies the personality characteristics of individual adverbs of degree, or shows the characteristics of adverbs of degree by comparison. This paper focuses on fuzzy semantic features to study the acquisition of children's degree adverbs in order to guide children to acquire degree adverbs better and provide guidance for teaching Chinese as a foreign language. This topic takes two Chinese speaking children and two English speaking children as the research object, referring to Zhu Dexi (1982) degree adverb classification standard, combined with the language data obtained from the long-term follow-up investigation, to the Chinese degree adverb "good, too, very, so, true," The most, old, can, still, more, very, special, quite "do the research." The Brown corpus is used to analyze the English degree adverb "so,very,too,little,pretty,almost,enough,only, hardly, just, really". For two Chinese-speaking children, ZHZ, MHR (01-06-01-05000001) and two English-speaking children ADA,SAR (022000001-050000); 01) the acquisition and use of degree adverbs are analyzed, and the similarities and differences in the acquisition of degree adverbs between English and Chinese children are revealed through a comparative study, and the reasons are analyzed and explained. The study on the acquisition of ZHZ and MHR's early degree adverbs found that the early acquired degree adverbs were "good, too, very, so", in which "good" was used most frequently, but written adverbs such as "special" were commonly used. "very" is used less frequently. The data analysis of ADA and SAR shows that the degree adverbs acquired earlier include very,too,just,only, in which too is the most frequently used, and the frequency of commonly used degree adverbs in acquisition is low, and there are individual differences. At the same time, boys use degree adverbs more frequently than girls. Based on the analysis of the acquisition process of children's early degree adverbs, it is found that fuzzy semantics is closely related to the acquisition of children's degree adverbs. A comparative study of the acquisition of early degree adverbs by two Chinese speaking children and two English children shows that: (1) Children's cognition of various degree adverbs has gone through a long process, and children have started to use degree adverbs from the age of about two years. It is not until about five years of age that spoken adverbs of degree are basically acquired, while those of written ones are acquired less. (2) there is a critical period in the acquisition of children's adverbs of degree. 3 to 4 years of age is the acquisition of "good, too, very, so," (3) in terms of the order and frequency of acquisition, the children who speak Chinese are the first to acquire "good", and the frequency of occurrence is the highest; English-speaking children acquire very,too, earlier and use it the most frequently. The acquisition order and frequency of children's degree adverbs are closely related to the development of children's cognitive level, language input, language complexity and so on.
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H319;H193.1
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