汉语学龄前儿童对焦点小品词“都”的习得研究

发布时间：2021-01-20 22:50

　　关于焦点小品词“都”的语义以及语用的研究一直都是理论语言学界的一个热门的话题。虽然针对“都”的语义争纷这一话题目前无法得出一个定论,但是可以肯定的是“全程量化”解读以及“等级含义”解读是“都”的两个主要的用法。以往的文献中关于其“全程量化”解读的习得研究总结出四岁的儿童基本都可以像成人一样理解“都”的全程量化用法了。但是,在以往发表的文献当中,却很少有关于“都”等级含义习得方面的研究。总的来说,迄今为止,针对汉语学龄前儿童对“都”这个焦点小品词的习得情况,至今仍然没有一个比较全面的探讨。本实验招募了来自广州市两所幼儿园（翰林幼儿园、格莱特幼儿园）的60名5-6岁的学龄前儿童作为实验组,分为四个小组,分别为四个实验的实验对象。同时,本实验还招募了15名广东外语外贸大学的非语言学专业的学生作为控制组。本实验总共包括了四个小实验,第一个实验主要是测试儿童对于“都”的理解情况,第二个实验主要是测试儿童对于“都”的等级含义的敏感度是否会因为语境中提供的有序选项集而有所提高。第三个实验主要是测试儿童对于“都”的等级含义的敏感度是否会因为“连”的出现而有所提高。第四个实验则是作为实验二和实验三的一个... 

【文章来源】：广东外语外贸大学广东省

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Rationale of the study
    1.3 Research Questions
    1.4 Structure of the study
CHAPTER TWO REVIEW OF LITERATURE
    2.1 The semantics of dou
        2.1.1 Traditional characterizations of the semantics of dou
        2.1.2 Universal quantification and scalar meaning
        2.1.3 Scalar additive particles —— even & dou
        2.1.4 Lian...dou...structure
    2.2 Previous acquisition studies on dou
        2.2.1 Data of children’s spontaneous speech with dou
        2.2.2 Experimental data from comprehension-based tests
    2.3 Previous studies on children’s acquisition of even’s other counterparts
    2.4 Theoretic accounts for children’s insensitivity to scalar meaning
        2.4.1 Pragmatic Delay Hypothesis & Pragmatic Tolerance Hypothesis
        2.4.2 Relevance Theoretic Account & Processing Limitation Hypothesis
    2.5 Limitations of previous studies
    2.6 Summary
CHAPTER THREE METHODOLOGY
    3.1 Experiment One
        3.1.1 Predictions and methods
        3.1.2 Participants
        3.1.3 Materials
        3.1.4 Results
    3.2 Experiment Two
        3.2.1 Methods and predictions
        3.2.2 Participants
        3.2.3 Materials
        3.2.4 Results
    3.3 Experiment Three
        3.3.1 Methods and predictions
        3.3.2 Participants
        3.3.3 Materials
        3.3.4 Results
    3.4 Experiment Four
        3.4.1 Methods and predictions
        3.4.2 Participants
        3.4.3 Material
        3.4.4 Results
    3.5 Summary
CHAPTER FOUR GENERAL DISCUSSION
    4.1 Methodological Differences
    4.2 Preschool children’s knowledge of dou’s scalar reading
        4.2.1 Construction of an ordered alternative set
        4.2.2 Acquisition of prerequisite knowledge about the scalar reading
    4.3 Semantic controversies over dou
        4.3.1 Semantic core
        4.3.2 Focus maker lian
CHAPTER FIVE CONCLUSION
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C



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