汉语儿童给予类双宾结构习得研究

发布时间：2018-05-09 04:06

本文选题：汉语儿童 + 语言习得　；参考：《湘潭大学》2017年硕士论文

【摘要】：近几十年来,双宾结构的理论研究一直备受国内外学者的亲睐。尽管如此,该结构的习得研究相对较少,且前人的研究多是系统性的描述,旨在探讨双宾结构的习得过程。在此基础上,本文探究了汉语儿童对双宾结构某一特定句型的习得,即典型的给予类双宾结构:“NP1+给+NP2+NP3”。本文研究了儿童对该句型的产出和理解,具体包括两个实验:实验一为诱导产出,即在特定的语境中诱导实验对象产出目标句型;实验二为视频验证,即让实验对象根据视频内容对测试句的真假值进行判断。实验一旨在探究儿童能否产出目标句型以及目标句型是否是表达“给予义”的主导语序。笔者录制了三个视频,并通过诱导的方式期望儿童产出“哥哥给了姐姐一个苹果”,“哥哥给了姐姐一根香蕉”,“哥哥给了姐姐一个梨子”。实验二是测试儿童能否理解目标句型。笔者设置了三个测试句型,第一个为目标句型“NP1+给+NP2+NP3”,第二个为错误句型“NP2+给+NP1+NP3”,第三个为错误句型“NP1+给+NP3+NP2”。在两个实验中,笔者总共选取了湘潭市两所幼儿园的儿童作为实验对象,并将他们分为四个年龄段(2.5-3,3-4,4-5,5-6),参加实验的儿童总人数为128人。同时,笔者也选取了成年人作为控制组参与实验调查。实验一的结果显示,在2.5-3岁的儿童中,只有1个儿童产出了目标句型,其他则产出了一些词汇。3-6岁的儿童能产出目标句型,且随着年龄的增长,产出的数量不断增加。此外,在成人和儿童产出的所有结构中,目标句型的数量都是最多的。实验二的结果显示,2.5-3岁的儿童能理解测试句1,即目标句型,但不能对测试句2和测试句3做出正确的判断。3-6岁的儿童都能理解测试句1,大部分能发现测试句2的错误,少部分能发现测试句3的错误。根据上述结果,我们可以得出以下结论:在产出方面,2.5-3岁的儿童几乎不能产出目标句型,3-6岁的儿童能产出目标句型,且目标句型是表达“给予义”的主导语序。在理解方面,2.5-6岁的儿童能理解目标句型语序,但对目标句型三个论元的位置不太敏感。
[Abstract]:In recent decades, the theoretical study of double object structure has been favored by scholars at home and abroad. However, there is relatively little research on the acquisition of this structure, and the previous studies are mostly systematic in order to explore the acquisition process of double object structure. On this basis, this paper explores the acquisition of a particular sentence pattern of double object structure by Chinese children, that is, "NP1 to NP2 NP3". This paper studies the children's output and understanding of the sentence pattern, including two experiments: the first is induced output, that is, the target sentence pattern is induced in a specific context, and the second is video validation. That is to say, the subjects are allowed to judge the true and false values of the test sentences according to the video content. The purpose of experiment one is to explore whether children can produce target sentence patterns and whether target sentence patterns are the dominant word order for expressing giving meaning. The author made three videos, and expected the children to produce "an apple", "a banana" and "a pear" by inducing the children to produce "the elder brother gave the elder sister an apple", "the elder brother gave the elder sister a banana" and "the older brother gave the sister a pear". Experiment two is to test whether the child can understand the target sentence pattern. The author sets up three test sentence patterns, the first is the target sentence "NP1 to NP2 NP3", the second is the wrong sentence pattern "NP2 to NP1 NP3", and the third is the wrong sentence pattern "NP1 to NP3 NP2". In the two experiments, the author selected children from two kindergartens in Xiangtan city as experimental objects, and divided them into four age groups: 2.5-3, 3-44-55-6, and the total number of children participating in the experiment was 128. At the same time, the author also selected adults as the control group to participate in the experiment. The results of experiment 1 showed that only one of the children aged 2.5-3 produced the target sentence pattern, while the others produced some vocabulary. The children aged 3-6 could produce the target sentence pattern, and with the increase of age, the number of the output increased. Moreover, the number of target sentence patterns is the highest in all structures produced by adults and children. The results of experiment 2 showed that children aged 2.5-3 could understand test sentence 1, that is, target sentence structure, but could not make correct judgment on test sentence 2 and test sentence 3. Children aged 3 to 6 could understand test sentence 1. Most of the errors in test sentence 2 could be found. A few can find errors in test sentence 3. According to the above results, we can draw the following conclusion: in terms of output, children aged 2.5-3 years can hardly produce target sentence patterns. Children aged 3-6 years old can produce target sentence patterns, and target sentence patterns are the dominant word order to express "giving meaning". Children aged 2.5-6 years can understand the word order of the target sentence pattern, but they are not sensitive to the position of the three arguments of the target sentence pattern.
【学位授予单位】：湘潭大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H193.1

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