本文關鍵詞： 兒童語言 漢族 2-5歲兒童 述補結構 “三個平面”理論 認知　出處：《東北師范大學》2006年碩士論文　論文類型：學位論文

【摘要】： 本文主要通過“三個平面”——句法、語義、語用理論考察2-5歲漢族兒童習得述補結構的狀況。 我從東北師范大學實驗幼兒園、九臺市龍才幼兒園、梅河口的光明雙語幼兒園中分別隨機選取了小、中、大各一個班的兒童作為被試。他們的年齡在2-5歲期間,共分為七個年齡段,各年齡段的年齡范圍為上下一個月(2-2.4[2],2.5-2.9,3-3.4,3.5-3.9,4-4.4,4.5-4.9,5-5.4)。各年齡段男女人數(shù)不等。我采用觀察法和話題法相結合的原則進行取樣。觀察法就是客觀地記錄(筆錄或錄音)兒童自發(fā)性話語;話題法就是給被試提供一定的話題,引導被試圍繞話題展開談話,例如,引導兒童講故事,從中取得語料。如果被試的談話超出了話題或轉移了話題,我不會加以控制。在取樣過程中,盡量降低成人語言對兒童語言的影響,以保證所取得的語料的可信度。 從句法結構上來看,述補結構的構成包括結構成分、結構形式、結構關系等幾個方面。根據(jù)述補結構中充當述語的成分的性質,述補結構可以分為動補結構和形補結構。根據(jù)述補結構中充當補語的成分的性質,述補結構又可以分為趨向補語述補結構、動詞補語述補結構、形容詞補語述補結構、副詞補語述補結構以及各種短語充當補語的述補結構;從語義結構上來看,述補結構的語義構成包括語義成分、結構方式和語義關系等幾個方面。構成述補結構的語義成分包括動作行為、狀態(tài)狀況、程度、結果、方向、趨向等成分。補語又可以分為結果補語、趨向補語、可能補語、動態(tài)補語、程度補語、數(shù)量補語等等;從語用上來看,兒童習得語言的過程,本身就是一個在學習表達的過程,認知世界的開始。通過對兒童在語言中應用述補結構狀況的考察,發(fā)現(xiàn)兒童已經(jīng)會把述補結構運用到各種句式中表達不同的言語行為和意圖,這部分我將結合取樣中的語境論述;最后從兒童的語言習得認知方面著手進行分析。 我希望通過對2-5歲漢族兒童述補結構的句法、語義、語用、認知四個方面的分析,能夠對兒童語言的習得狀況有整體的認識。
[Abstract]:In this paper, the "three planes"-syntactic, semantic and pragmatic theories are used to investigate the situation of the acquisition of predicate complement structure in Han children aged 2 to 5 years. I randomly selected children from experimental kindergartens in Northeast normal University, Longcai Kindergarten in Jiutai City and Guangming Bilingual Kindergarten in Meihekou as subjects. Their ages ranged from 2 to 5 years old. Divided into seven age groups, The age range of each age group is 2.5-2.9 / 3-3.4-3.4-4.4-4.4-4.5-4.9 / 4-4.5-4.9 / 4-4.5-4.9 / 5-5.4 respectively. I use the principle of combining observation method with topic method to sample. The observation method is to record the spontaneous speech of children objectively. The topic method is to provide the subjects with a certain topic and guide the subjects to start a conversation around the topic, for example, to guide the children to tell a story and get the corpus from it. If the subject's conversation goes beyond the topic or diverts the topic, I will not control it. During the sampling process, try to minimize the impact of adult language on children's language, so as to ensure the credibility of the acquired corpus. From the syntactic structure point of view, the composition of the predicate complement includes several aspects, such as structural components, structural forms, structural relationships and so on. According to the nature of the component which acts as complement in the structure, the structure can be divided into the structure of directional complement, the structure of verb complement, the structure of adjective complement, the structure of adjective complement, the structure of verb complement, the structure of verb complement and the structure of adjective complement. The complement structure of adverbs and various phrases act as the predicate complement structure of the complement. From the semantic structure, the semantic composition of the predicate complement structure includes the semantic component. The semantic components of the structure include action behavior, state condition, degree, result, direction, tendency and so on. The complement can be divided into result complement, directional complement, possible complement, and so on. Dynamic complement, degree complement, quantitative complement and so on; from a pragmatic point of view, the process of language acquisition by children is itself a process of learning and expressing. The beginning of the cognitive world. Through the investigation of the situation of children's application in language, it is found that children have used the structure of predicate complement to express different speech acts and intentions in various sentence patterns. In this part, I will combine the contextual analysis of sampling. Finally, I will analyze the cognitive aspects of children's language acquisition. I hope that by analyzing the syntactic, semantic, pragmatic and cognitive aspects of the sentence, semantics, pragmatics and cognition of the sentence complement structure of the Han children aged 2 to 5, we can have an overall understanding of the situation of children's language acquisition.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：H193.1;G613.2

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