普通话特殊型语言障碍儿童论元及附加语疑问句习得研究

发布时间：2018-02-28 06:54

本文关键词： 特殊型语言障碍论元疑问句附加语疑问句损伤　出处：《广东外语外贸大学》2017年硕士论文　论文类型：学位论文

【摘要】：有关特殊型语言障碍(简称SLI)的研究在中国大陆还属于起步阶段。国外关于特殊型语言障碍儿童的研究表明,这类儿童在习得特殊疑问句尤其是习得宾语疑问句方面存在严重困难。另外,中国大陆仅有的一篇研究普通话SLI儿童习得普通话特殊疑问句的文章也发现这类儿童习得宾语疑问句要难于主语疑问句。然而,前人的研究大都围绕疑问代词诸如“什么”、“谁”、“哪”引导的疑问句,对于这类儿童习得疑问副词如“哪里”、“怎么样”以及“为什么”引导的疑问句情况还不了解。因此,在前人研究的基础上,本文旨在探索普通话SLI儿童汉语论元疑问句及附加语疑问句的习得情况,试图揭示此类儿童在习得附加语疑问句方面是否存在困难。此外,本文还试图揭示正常儿童与SLI儿童在习得论元疑问句和附加语疑问句时有何异同点,并探究导致异同点的原因。本文通过实验来解决上述问题。三组儿童参加实验,每组15人。一组为通过一系列相关量表筛查确认的SLI儿童。一组为语言发育正常的年龄匹配(简称TD-AM)组,要求与SLI儿童在年龄和性别上相互匹配。另一组儿童为语言发育正常但年龄显著小(简称TD-Y)于SLI的儿童。实验测试包括特殊疑问句的产出和理解,每一部分的测试题都包括9个主语疑问句、9个宾语疑问句和9个附加语疑问句,每一道题都配有一幅图片。本文用SPSS 21.0对收集到的数据进行分析,发现如下:(1)SLI儿童不仅在产出论元疑问句方面存在困难,而且在产出附加语疑问句方面也存在困难;(2)除how-问句外,SLI儿童在理解特殊疑问句方面不存在困难;(3)尽管SLI儿童在论元疑问句和附加语疑问句的产出方面都显著差于与之匹配的两组儿童,但SLI儿童与语言发育正常儿童一样,附加语疑问句产出要好于论元疑问句的产出;(4)SLI儿童组内在主语疑问句的产出上存在明显的个体差异。本文探讨了SLI儿童在主语疑问句产出上的差异性,认为结合损伤程度和“推导复杂度假说”可以解释SLI儿童在本研究中的不同表现。本文还发现SLI儿童组内差异性可以为验证汉语疑问句研究中已建立的一些理论提供证据,结果发现黄正德(1982)提出的逻辑式移位说可以很好地解释SLI儿童在本实验中的不同表现。此外,本文认为在儿童的语言输入中,相对于其他问句来说,表达方式的how-问句的输入频率较低,导致儿童在how-问句理解方面存在困难。最后,本文认为两类儿童在附加语疑问句的表现好于论元疑问句是由论元、附加语的不同句法性质所决定的。本研究在理论和实践方面均具有较大的意义。理论上,本研究能为验证已有的研究提供一些新的证据;实践方面,本研究对普通话SLI儿童的鉴定、诊断及干预治疗具有积极的意义。
[Abstract]:The research on special language disorder (SLI) is still in its infancy in mainland China. These children have serious difficulties in acquiring special questions, especially in object questions. The only article in mainland China that studies the acquisition of Putonghua special questions by SLI children also finds that the acquisition of object interrogative sentences is more difficult than that of subject-question sentences. Previous studies have mostly focused on interrogative pronouns such as "what", "who" and "which", and have not yet understood the situation of such children in the acquisition of interrogative adverbs such as "where", "how" and "why". On the basis of previous studies, this paper aims to explore the acquisition of Chinese meta-interrogative sentences and adjunctive interrogative sentences in SLI children, and try to find out whether there are difficulties in the acquisition of additional interrogative sentences in such children. This paper also attempts to reveal the similarities and differences between normal children and SLI children in the acquisition of argument questions and additional question sentences, and to explore the causes of differences and similarities. This paper attempts to solve the above problems through experiments. Three groups of children participate in the experiment. There were 15 children in each group. One group was confirmed by a series of related scales. One group was age matched group with normal language development (TD-AM). Children with SLI were asked to match their age and sex. The other group was children with normal language development but significantly younger (TD-Y) in SLI. The experiment included the output and understanding of special questions. Each part of the test questions includes 9 subject questions, 9 object questions and 9 additional questions, each question is accompanied by a picture. This paper uses SPSS 21. 0 to analyze the collected data. It is found that the following children not only have difficulty in producing argument questions, Besides how-question children have no difficulty in understanding special interrogative sentences, although SLI children have significant differences in the output of both meta-interrogative and adjunctive interrogative sentences. To match the two groups of children, But SLI children are the same as children with normal language development. The output of additional interrogative sentence is better than that of meta-interrogative sentence. There are obvious individual differences in the output of internal subject-interrogative sentence in children with SLI. This paper discusses the differences in the output of subject-interrogative sentence in children with SLI. It is suggested that the combination of damage degree and "deductive complexity hypothesis" can explain the different performance of SLI children in this study. It is also found that the differences within the SLI children group can provide evidence for the verification of some theories established in the study of Chinese interrogatives. The results show that the logical shift theory proposed by Huang Zhengde (1982) can explain the different performance of SLI children in this experiment. The low input frequency of the how-question sentence in the expression mode leads to difficulties in the understanding of how-question sentences. Finally, the author thinks that the two kinds of children perform better in the supplementary question sentence than in the argument question sentence. This study is of great significance in both theory and practice. In theory, this study can provide some new evidence for the verification of existing studies. This study has positive significance for the identification, diagnosis and intervention treatment of putonghua SLI children.
【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】：2017
【分类号】：H193.1

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