汉语儿童差比句习得研究

发布时间：2019-04-12 18:18

【摘要】：在汉语言学研究中,差比句不仅是重要的语法项目,而且也是儿童语言发展比较成熟的重要标志之一,因此有关差比句的研究引起了国内外学者的广泛重视。但目前有关差比句的研究多半是理论性的,旨在接触纵向数据来展示差比句的一个发展历程。相比之下,目前国内对儿童的差比句习得研究却是相对的缺乏和不足。本论文研究了汉语儿童差比句的习得情况。本研究基于前人的习得研究基础上,探讨了汉语儿童对不同性质类型差比句(形容词差比句和动词差比句)和不同结构类型差比句(简约式差比句,完整式差比句和否定式差比句)的习得情况。本文既研究了儿童差比句的理解,又研究了儿童对差比句的产出。因此本研究主要包含两个实验:实验一图片识别,受试儿童的任务是按听到的句子指出和其内容相符合的图片。实验二为差比句诱导产出,即在给定的配有图片的语境中,让受试儿童尽量产出实验所期待的差比句句式。实验一旨在测试汉语儿童对不同结构类型差比句和不同性质类型的差比句的理解能力。实验二则是为了测试汉语儿童在不同的年龄阶段差比句的产出特点,规律。在本实验中,共有160名来自湘潭某幼儿园2:06-6:02四个年龄阶段(2-3,3-4,4-5,5-6)的汉语儿童参与了测试,与此同时,50名成人也作为控制组参与该实验。实验一的结果显示:对不同结构类型的差比句,儿童对简单式差比句的理解要早于完整式差比句,对否定结构差比句理解最差。且随着汉语儿童的年龄的增长,其理解能力越来越接近成人。对于不同性质类型的差比句理解,总体上几乎没有什么差别,但对不同年龄阶段分析发现,儿童在4岁之前对动词性差比句的理解要好于形容词性差比句,但在4岁之后几乎没有什么区别。实验二表明,儿童能够产出差比句,其产出的句型主要也为三大类即简约式差比句,完整式差比句,以及否定式。大部分儿童在4岁之前,均不能产出完整式差比句即使在有输入完整式差比句的句法启动下。儿童的差比句的总产出量为成人的一半,且随着年龄的增长而增长。根据上面的实验结果,我们可以得出以下结论:1.尽管儿童差比句的产出和成人还具有一定的差距,但他们确实掌握了差比句的语言知识。2.3-4岁以及4-5岁是儿童差比句发展的关键时期,这两个时期儿童在对差比句的理解和产出发展上都呈现了令人惊叹的速度。3.儿童的差比句认知能力发展要早于其语言的发展,这点从儿童能够在很早的一个年龄阶段理解差比句,但不能产出完整的差比句可以看到证据。
[Abstract]:In the study of Chinese linguistics, the difference sentence is not only an important grammatical item, but also an important symbol of the maturity of children's language development. Therefore, the study of the difference sentence has attracted extensive attention from scholars at home and abroad. But at present, the research on the difference sentence is mostly theoretical, which aims to show the development course of the difference sentence by contacting the longitudinal data. In contrast, at present, the study of children's comparative sentence acquisition in China is relatively lacking and inadequate. In this paper, the acquisition of Chinese children's difference sentence is studied. Based on the previous acquisition studies, the present study explores Chinese children's differences in sentence types (adjective difference sentence and verb difference sentence) and different structure type difference sentence (reduced form difference sentence), and the difference sentence of different structure types (reduced form difference comparison sentence) and different structure type difference comparison sentence (adjective difference sentence and verb difference ratio sentence). The acquisition of the complete difference sentence and the negative difference sentence. This paper not only studies the comprehension of children's difference sentence, but also studies the output of children's difference ratio sentence. Therefore, this study mainly consists of two experiments: experiment one, image recognition. The children's task is to point out the pictures in accordance with their contents according to the sentence they hear. In the second experiment, the difference ratio sentence was used to induce the output, that is to say, in a given context with pictures, the children were asked to produce the difference sentence pattern expected by the experiment as much as possible. The purpose of experiment one is to test the comprehension ability of Chinese children to different structural types of differential sentences and different types of differential sentences. The second experiment is to test the output characteristics and rules of Chinese children in different age stages. A total of 160 Chinese children of four ages (2-3, 3-4, 4-5, 5-6) from a kindergarten in Xiangtan were tested. At the same time, 50 adults also took part in the experiment as a control group. The results of experiment 1 show that for different structural types of difference sentence, children understand the simple difference sentence earlier than the complete one, and the negative structure difference sentence is the worst. And with the growth of Chinese children's age, their understanding ability is more and more close to adults. In general, there is little difference in understanding of different types of differential sentences, but an analysis of different age stages shows that children before the age of 4 have a better understanding of verb-specific sentences than adjective ones, but the analysis of different age stages shows that children have better understanding of verb-specific sentences before the age of 4 than adjective ones. But there is little difference after the age of four. The second experiment shows that the children can produce the difference sentence, and the main sentence patterns of the child can be divided into three categories, namely, the simple difference sentence, the complete difference sentence and the negative one. Until the age of 4, most children could not produce full-form difference sentence even if the sentence with input complete-form difference ratio was started. The total output of children is half that of adults and increases with age. Based on the above experimental results, we can draw the following conclusions: 1. Although there is a certain gap between the output of children and adults, they do master the language knowledge of gap sentences. 2.3-4 years old and 4-5 years old are critical periods for the development of children's gap sentences. During these two periods, children showed amazing speed in understanding and developing gap sentences. 3. The cognitive development of children's difference sentence is earlier than that of their language. This can be seen from the fact that children can understand the difference sentence at an early age stage, but can't produce complete difference sentence.
【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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