说汉语儿童省略使用情况个案研究

发布时间：2017-07-26 05:33

本文关键词：说汉语儿童省略使用情况个案研究

【摘要】：省略作为一种语言现象,在儿童语言使用中是很重要的一个方面,仅从句法学上看,儿童从说出第一个词开始,就已经利用省略与成人会话交流来表达自己的需要。根据李宇明的观点,儿童在一岁左右开始到一岁半是独词句阶段,此阶段的语言同目标语言相比,此期儿童的句法结构观念是模糊的,故本研究未考虑一岁半前儿童的省略使用情况。儿童在使用省略时存在他们自身的规律和特点,受多个因素的影响和制约,同时使用时也会出现误用现象,这都是本课题的研究内容。本课题采用文献资料法,个案研究法,对比分析法,数理统计法,从长期跟踪调查的两名说汉语儿童MHR(01;06;05-05;11;18)和ZHZ(01;06;05-05;11;26)的语料中各选取34个观察点,从句法学的角度,将儿童省略分为主语省略、谓语省略、宾语省略、和定语省略,对各类省略的使用频率、使用特征进行了分析,同时研究儿童省略使用与成人的异同及其原因,影响儿童省略使用的因素,儿童误用的类型及原因等。研究结果表明:(1)受汉语本身语言特点影响,儿童主语省略频率最高,这与成人相似;(2)儿童语言发展初期由于大量“这是什么?那是什么?这什么?那什么?”等提问的输入,以及判断句容许省略的特性,使得儿童早期谓语省略的频率高居这四类省略频率中的第二位,这与成人的谓语省略存在着很大的差异;(3)儿童省略使用受以下三个因素的影响:输入频度、认知水平和语义难度;(4)儿童省略误用主要有四种类型:主语残缺、谓语残缺、宾语残缺、定语残缺,这些残缺常带来歧义或犯句子不合逻辑、语义不明等错误。语言环境,儿童的认知发展水平,认知策略以及语速过快或粗心是引起这些误用的主要原因。
【关键词】：说汉语儿童 省略使用 个案研究
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H136.6
【目录】：

摘要5-6
ABSTRACT6-13
Abbreviations13-14
Introduction14-18
Chapter 1 Literature Review18-32
1.1 An Overview of Studies on Ellipsis in Syntax18-21
1.2 An Overview of Studies on Ellipsis in Pragmatics21-25
1.3 An Overview of Studies on Ellipsis in Semantics25-26
1.4 Studies on Null Subject Sentences and Subject Ellipsis26-28
1.5 Classification of Ellipsis28-32
Chapter 2 A Longitudinal Study of Mandarin-speaking Children’s Use ofEllipsis32-72
2.1 Subjects and Methods32-33
2.2 Data Collection and Selection33-34
2.3 Results34-57
2.3.1 Frequency of Children’s Use of Subject Ellipsis, Predicate Ellipsis, Object Ellipsis and Attribute Ellipsis34-36
2.3.2 Subject Ellipsis36-39
2.3.2.1 Types of Subject Ellipsis36-38
2.3.2.2 Tokens of Subject Ellipsis38-39
2.3.3 Predicate Ellipsis39-49
2.3.3.1 Types and Tokens of Predicate Ellipsis39-48
2.3.3.2 Initial Ellipsis of Directional Verb Predicate48-49
2.3.4 Object Ellipsis49-54
2.3.4.1 Types and Tokens of Object Ellipsis49-53
2.3.4.2 Initial Appearance of Pronoun Object Ellipsis53-54
2.3.5 Attribute Ellipsis54-57
2.3.5.1 Types of Attribute Ellipsis54
2.3.5.2 Initial Ellipsis Time, Types and Tokens of All Kinds of Attribute Ellipsis54-57
2.4 Discussion57-70
2.4.1 Similarities in the Use of Ellipsis Between Children and Adult57-58
2.4.2 Differences in the Use of Ellipsis Between Children and Adult58-60
2.4.3 Factors Influencing Children’s Use of Ellipsis60-70
2.4.3.1 Input Frequency60-65
2.4.3.2 Level of Children’s Cognitive Development65-69
2.4.3.3 Semantic Difficulty69-70
2.5 Summary70-72
Chapter 3 An Analysis of Children’s Misuse of Ellipsis72-93
3.1 Standards for the Selection of Children’s Misuse of Ellipsis72-73
3.2 Types of Children’s Misuse of Ellipsis73-85
3.2.1 Subject Incompleteness74-77
3.2.1.1 Subject Incompleteness in Multi-people Conversation74-75
3.2.1.2 Subject Incompleteness in Compound Sentences75-76
3.2.1.3 Subject Incompleteness in Initiate Conversations76-77
3.2.2 Predicate Incompleteness77-82
3.2.2.1 Predicate Incompleteness in Repetitive Utterances77-78
3.2.2.2 Confusion of Adverbial and Predicate78-79
3.2.2.3 Incompleteness of Predicate and Other Components at the Same Time79-80
3.2.2.4 Structure of S+O80-82
3.2.3 Object Incompleteness82-83
3.2.4 Attribute Incompleteness83-85
3.3 Causes for Children’s Misuse of Ellipsis85-91
3.3.1 Level of Children’s Cognitive Development85-87
3.3.2 Language Environment87-89
3.3.3 Acquisition Strategies89-90
3.3.4 Speed of Talking90-91
3.4 Summary91-93
Conclusion93-95
Bibliography95-98
Acknowledgements98-99
Appendix A (攻读学位期间主要研究成果目录)99-100
Appendix B Tables for Selected Sessions100-101
Appendix C Tables of Subject Ellipsis101-103
Appendix D Tables of Predicate Ellipsis103-109
Appendix E Tables of Object Ellipsis109-115
Appendix F Tables of Attribute Ellipsis115-120
Appendix G Examples of Ellipsis Errors120-126
Appendix H Sample of Transcription126-128
Appendix I (中文长摘要)128-130