本文關(guān)鍵詞： 兒童語(yǔ)言 漢族 2-5歲兒童 述補(bǔ)結(jié)構(gòu) “三個(gè)平面”理論 認(rèn)知　出處：《東北師范大學(xué)》2006年碩士論文　論文類型：學(xué)位論文

【摘要】： 本文主要通過(guò)“三個(gè)平面”——句法、語(yǔ)義、語(yǔ)用理論考察2-5歲漢族兒童習(xí)得述補(bǔ)結(jié)構(gòu)的狀況。 我從東北師范大學(xué)實(shí)驗(yàn)幼兒園、九臺(tái)市龍才幼兒園、梅河口的光明雙語(yǔ)幼兒園中分別隨機(jī)選取了小、中、大各一個(gè)班的兒童作為被試。他們的年齡在2-5歲期間,共分為七個(gè)年齡段,各年齡段的年齡范圍為上下一個(gè)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(jié)合的原則進(jìn)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(yǔ);話題法就是給被試提供一定的話題,引導(dǎo)被試圍繞話題展開(kāi)談話,例如,引導(dǎo)兒童講故事,從中取得語(yǔ)料。如果被試的談話超出了話題或轉(zhuǎn)移了話題,我不會(huì)加以控制。在取樣過(guò)程中,盡量降低成人語(yǔ)言對(duì)兒童語(yǔ)言的影響,以保證所取得的語(yǔ)料的可信度。 從句法結(jié)構(gòu)上來(lái)看,述補(bǔ)結(jié)構(gòu)的構(gòu)成包括結(jié)構(gòu)成分、結(jié)構(gòu)形式、結(jié)構(gòu)關(guān)系等幾個(gè)方面。根據(jù)述補(bǔ)結(jié)構(gòu)中充當(dāng)述語(yǔ)的成分的性質(zhì),述補(bǔ)結(jié)構(gòu)可以分為動(dòng)補(bǔ)結(jié)構(gòu)和形補(bǔ)結(jié)構(gòu)。根據(jù)述補(bǔ)結(jié)構(gòu)中充當(dāng)補(bǔ)語(yǔ)的成分的性質(zhì),述補(bǔ)結(jié)構(gòu)又可以分為趨向補(bǔ)語(yǔ)述補(bǔ)結(jié)構(gòu)、動(dòng)詞補(bǔ)語(yǔ)述補(bǔ)結(jié)構(gòu)、形容詞補(bǔ)語(yǔ)述補(bǔ)結(jié)構(gòu)、副詞補(bǔ)語(yǔ)述補(bǔ)結(jié)構(gòu)以及各種短語(yǔ)充當(dāng)補(bǔ)語(yǔ)的述補(bǔ)結(jié)構(gòu);從語(yǔ)義結(jié)構(gòu)上來(lái)看,述補(bǔ)結(jié)構(gòu)的語(yǔ)義構(gòu)成包括語(yǔ)義成分、結(jié)構(gòu)方式和語(yǔ)義關(guān)系等幾個(gè)方面。構(gòu)成述補(bǔ)結(jié)構(gòu)的語(yǔ)義成分包括動(dòng)作行為、狀態(tài)狀況、程度、結(jié)果、方向、趨向等成分。補(bǔ)語(yǔ)又可以分為結(jié)果補(bǔ)語(yǔ)、趨向補(bǔ)語(yǔ)、可能補(bǔ)語(yǔ)、動(dòng)態(tài)補(bǔ)語(yǔ)、程度補(bǔ)語(yǔ)、數(shù)量補(bǔ)語(yǔ)等等;從語(yǔ)用上來(lái)看,兒童習(xí)得語(yǔ)言的過(guò)程,本身就是一個(gè)在學(xué)習(xí)表達(dá)的過(guò)程,認(rèn)知世界的開(kāi)始。通過(guò)對(duì)兒童在語(yǔ)言中應(yīng)用述補(bǔ)結(jié)構(gòu)狀況的考察,發(fā)現(xiàn)兒童已經(jīng)會(huì)把述補(bǔ)結(jié)構(gòu)運(yùn)用到各種句式中表達(dá)不同的言語(yǔ)行為和意圖,這部分我將結(jié)合取樣中的語(yǔ)境論述;最后從兒童的語(yǔ)言習(xí)得認(rèn)知方面著手進(jìn)行分析。 我希望通過(guò)對(duì)2-5歲漢族兒童述補(bǔ)結(jié)構(gòu)的句法、語(yǔ)義、語(yǔ)用、認(rèn)知四個(gè)方面的分析,能夠?qū)和Z(yǔ)言的習(xí)得狀況有整體的認(rèn)識(shí)。
[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(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：H193.1;G613.2

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