案例研究：1-2歲英漢雙語兒童的語言發(fā)展
發(fā)布時(shí)間：2019-04-11 16:38
【摘要】：早在上世紀(jì)初，西方學(xué)者便開始了對雙語兒童語言習(xí)得的探討和研究。自二十世紀(jì)七十年代，隨著經(jīng)濟(jì)全球化步伐的加快，越來越多的不同國家和文化背景的人們組成家庭并開始培養(yǎng)雙語或多語兒童。于是，雙語甚至多語兒童的語言習(xí)得便越來越受到世界各國學(xué)者的重視，研究雙語兒童早期語言發(fā)展有助于學(xué)術(shù)界進(jìn)一步探索人類語言習(xí)得，也有利于為想培養(yǎng)雙語兒童的家庭和單語者學(xué)習(xí)第二語言提供成熟可靠的方案。而至今尚未在中國大陸發(fā)現(xiàn)有關(guān)于漢英雙語兒童語言習(xí)得的研究發(fā)表。 本研究以Carter Xiaolong Brown為對象，目的在于發(fā)現(xiàn)和討論一到兩歲間Carter在中國是如何區(qū)分、習(xí)得漢語和英語以及習(xí)得的程度。本文用錄像、錄音、電話筆記和日記的方式記錄并討論了Carter此間的語言習(xí)得，包括單詞前階段、語音習(xí)得階段、詞匯習(xí)得階段及早期語法習(xí)得階段。經(jīng)過定性分析得出以下結(jié)論： 首先，Carter較之單語兒童習(xí)得語言晚，但是仍在正常語言習(xí)得的范圍內(nèi)。在單詞階段之前，他已經(jīng)可以聽懂漢語和英語并用肢體語言、面部表情和感嘆詞做出相應(yīng)的反饋。其次，語音習(xí)得階段，他很早就習(xí)得了漢語獨(dú)有的聲調(diào)，并在兩歲之前習(xí)得了大部分的漢語和英語的元音及輔音。再次，Carter在詞匯習(xí)得階段能夠區(qū)分英語和漢語甚至漢語和英語的對等詞。最后，我們探討了他的早期語法習(xí)得。由于此階段是剛剛開始，而且漢語語言輸入要比英語語言輸入多，所以，漢語語法習(xí)得的進(jìn)程比英語快，他在使用語言時(shí)也出現(xiàn)了漢英混用的情況，但這并不代表他無法區(qū)分兩種語言系統(tǒng)，，而是由于大人對他的語言輸入本身有混用的情況，而他掌握的英漢對等詞匯量也有限等客觀原因，因此他能區(qū)分兩種語言。 本文的結(jié)尾部分討論了這項(xiàng)研究對語言區(qū)分和語言輸入的啟示及所存在的局限。英漢雙語兒童早期的語言習(xí)得尚待不斷嘗試和研究。
[Abstract]:As early as the beginning of last century, Western scholars began to explore and study bilingual children's language acquisition. Since the 1970s, with the acceleration of economic globalization, more and more people from different countries and cultural backgrounds have formed families and began to cultivate bilingual or multilingual children. Therefore, bilingual and even multilingual children's language acquisition has been paid more and more attention by scholars from all over the world. The study of bilingual children's early language development is helpful for academic circles to further explore human language acquisition. It is also beneficial to provide mature and reliable programs for families and monolinguals who want to develop bilingual children to learn a second language. So far, there has been no published research on Chinese-English bilingual children's language acquisition in mainland China. The purpose of this study is to find and discuss how Carter is distinguished in China from one to two years of age and how to acquire Chinese and English as well as the degree of acquisition of Carter Xiaolong Brown. In this paper, we record and discuss the language acquisition of Carter in the form of video recording, telephone notes and diaries, including the pre-word stage, the phonetics acquisition stage, the vocabulary acquisition stage and the early grammar acquisition stage. Through qualitative analysis, the following conclusions are drawn: firstly, Carter acquires language later than monolingual children, but it is still within the scope of normal language acquisition. Before the word stage, he could understand Chinese and English and give feedback with body language, facial expressions and exclamations. Secondly, in the phonetics acquisition stage, he acquired the unique tone of Chinese early, and acquired most of the vowels and consonants of Chinese and English before the age of two. Thirdly, Carter can distinguish English from Chinese and even Chinese and English equivalents in vocabulary acquisition. Finally, we discuss his early grammar acquisition. Because this stage is just beginning, and the Chinese language input is more than the English language input, therefore, the Chinese grammar acquisition process is faster than the English, he also appears in the use of the language Chinese-English mixed use of the situation. However, this does not mean that he can not distinguish between the two language systems, but because adults have mixed use of his language input itself, and his English and Chinese equivalent vocabulary is limited, he can distinguish between the two languages, so he can distinguish the two languages from each other because of the fact that the adult has mixed use of his language input itself and his English-Chinese equivalent vocabulary is limited. At the end of this paper, the author discusses the implications and limitations of this study to language discrimination and input. The early language acquisition of English-Chinese bilingual children still needs to be tried and studied.
【學(xué)位授予單位】：大連海事大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：H319.3;G613.2
本文編號：2456582
[Abstract]:As early as the beginning of last century, Western scholars began to explore and study bilingual children's language acquisition. Since the 1970s, with the acceleration of economic globalization, more and more people from different countries and cultural backgrounds have formed families and began to cultivate bilingual or multilingual children. Therefore, bilingual and even multilingual children's language acquisition has been paid more and more attention by scholars from all over the world. The study of bilingual children's early language development is helpful for academic circles to further explore human language acquisition. It is also beneficial to provide mature and reliable programs for families and monolinguals who want to develop bilingual children to learn a second language. So far, there has been no published research on Chinese-English bilingual children's language acquisition in mainland China. The purpose of this study is to find and discuss how Carter is distinguished in China from one to two years of age and how to acquire Chinese and English as well as the degree of acquisition of Carter Xiaolong Brown. In this paper, we record and discuss the language acquisition of Carter in the form of video recording, telephone notes and diaries, including the pre-word stage, the phonetics acquisition stage, the vocabulary acquisition stage and the early grammar acquisition stage. Through qualitative analysis, the following conclusions are drawn: firstly, Carter acquires language later than monolingual children, but it is still within the scope of normal language acquisition. Before the word stage, he could understand Chinese and English and give feedback with body language, facial expressions and exclamations. Secondly, in the phonetics acquisition stage, he acquired the unique tone of Chinese early, and acquired most of the vowels and consonants of Chinese and English before the age of two. Thirdly, Carter can distinguish English from Chinese and even Chinese and English equivalents in vocabulary acquisition. Finally, we discuss his early grammar acquisition. Because this stage is just beginning, and the Chinese language input is more than the English language input, therefore, the Chinese grammar acquisition process is faster than the English, he also appears in the use of the language Chinese-English mixed use of the situation. However, this does not mean that he can not distinguish between the two language systems, but because adults have mixed use of his language input itself, and his English and Chinese equivalent vocabulary is limited, he can distinguish between the two languages, so he can distinguish the two languages from each other because of the fact that the adult has mixed use of his language input itself and his English-Chinese equivalent vocabulary is limited. At the end of this paper, the author discusses the implications and limitations of this study to language discrimination and input. The early language acquisition of English-Chinese bilingual children still needs to be tried and studied.
【學(xué)位授予單位】：大連海事大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：H319.3;G613.2
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