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  本文關(guān)鍵詞：漢語兒童對(duì)全稱量詞“都”的習(xí)得研究　出處：《湘潭大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：作為全稱量詞，“都”量化它左面的復(fù)數(shù)成分。當(dāng)“都”的量化對(duì)象是疑問詞時(shí)，該疑問詞不具有疑問意義，所在的句子是一個(gè)陳述句。另一方面，當(dāng)疑問詞位于“都”后面時(shí)，疑問詞保留疑問意義，所在的句子是一個(gè)疑問句。因此，在一個(gè)含有“都”且主語是復(fù)數(shù)成分的句子中，如果賓語是疑問詞，那么這個(gè)句子是有歧義的。因?yàn)榇藭r(shí)“都”的量化對(duì)象既可以是前面的復(fù)數(shù)成分，同時(shí)“都”也可以和位于后面的疑問詞相關(guān)聯(lián)，因?yàn)閺慕裹c(diǎn)結(jié)構(gòu)的角度來看，焦點(diǎn)算子“都”的關(guān)聯(lián)對(duì)象可以是位于其右邊的引出新信息的疑問詞。而根據(jù)最簡(jiǎn)原則，“都”的量化要求只需一個(gè)關(guān)聯(lián)對(duì)象就可以得到滿足。 基于以上理論，本研究采用疑問-陳述法（實(shí)驗(yàn)一）測(cè)試兒童是否知道全稱量詞“都”量化它左面的復(fù)數(shù)成分（包括疑問詞）。此外，本研究采用疑問法（實(shí)驗(yàn)二）測(cè)試兒童能否通過重音來消除包括全稱量詞“都”且有歧義的句子。 實(shí)驗(yàn)一結(jié)果顯示4-6歲的兒童的確能夠理解“都”作為全稱量詞的意義，但兒童的發(fā)展很不一致，因?yàn)樯贁?shù)4歲多的兒童也把“誰都沒有舉起汽車”理解為疑問句，4-6歲的兒童也沒有明顯的年齡差別。實(shí)驗(yàn)一支持前人的研究發(fā)現(xiàn)(Lee1986; Hsieh2008;Zhou and Crain2011)，即兒童在四歲時(shí)開始理解“都”作為全稱量詞得意義。此外，實(shí)驗(yàn)還發(fā)現(xiàn)大部分3-4歲的兒童把“誰都沒有舉起汽車”這樣的測(cè)試句理解成為疑問句。 實(shí)驗(yàn)二結(jié)果顯示兒童能夠通過重音消除包含“都”且有歧義的句子，這與前人在研究其他語言的兒童能否通過重音消除歧義時(shí)的結(jié)論有所不同。而且實(shí)驗(yàn)結(jié)果顯示當(dāng)測(cè)試句的重音在“都”上時(shí)，兒童的理解隨著年齡的增長而增強(qiáng)。當(dāng)重音在疑問詞上時(shí)，兒童的理解呈現(xiàn)出年齡的不一致性，因?yàn)楸粶y(cè)試的4-5歲的兒童都能夠?qū)y(cè)試句做出正確的回答，而少數(shù)5-6歲的兒童把重音在疑問詞上的測(cè)試句理解成重音在“都”上，我們認(rèn)為這與兒童本身的個(gè)體差異及他們的語言輸入有關(guān)。 對(duì)于兒童如何解決全稱量詞“都”的可學(xué)性問題，過渡到成人語法，我們支持Zhou(2011)的觀點(diǎn)，，即兒童的大腦里有一個(gè)變量約束機(jī)制能夠幫助兒童在具體語言環(huán)境中選擇正確的表達(dá)，他們只需要習(xí)得這些語言知識(shí)出現(xiàn)的語言環(huán)境特征。兒童能夠通過重音消除包含“都”的句子歧義，因?yàn)椤岸肌钡捻嵚商卣骱推渚浞ㄕZ義特征之間的聯(lián)系已經(jīng)在兒童語言中穩(wěn)固的建立起來了。
[Abstract]:As a quantifier, "" on the left side of the complex. It quantified elements as "quantitative object" is the question word, the word has no doubt doubt meaning, where the sentence is a statement. On the other hand, when the question word in "all" behind, doubt that interrogative words meaning. The sentence is a question. Therefore, in a "containing" and the subject is plural components in the sentence, if the object is a question word, the sentence is ambiguous. "Because the" object can be quantified in front of the complex components, at the same time, "" can be association and is located behind the words, because the focus from the point of view of structure, focus operator "associated object" can be located in the right to introduce new information words. According to the principle of "quantitative" Jane, the only one associated object can Get satisfied.
Based on the above theory, this study uses doubt - Representation (Experiment 1) to test whether children know the Quantifier "all" quantization plural elements left it (including interrogative words). In addition, this research adopts the method of doubt (experiment two) test whether a child by the accent to eliminate including Quantifier "and" the ambiguity of the sentence.
The experimental results showed that children aged 4-6 can really understand "" as a quantifier meaning, but the development of children is very inconsistent, because a 4 year old children who did not lift car "as the interrogative sentence, children aged 4-6 have no obvious difference. The age studies support the previous findings (Lee1986; Hsieh2008 Zhou; and Crain2011), which began at the age of four children understand" "as a quantifier meaning. In addition, the results also show that the majority of children aged 3-4 who didn't lift car" such test sentences become interrogative.
Experiment two showed that children can eliminate stress include "all" and ambiguous sentences, this and previous studies in other languages can eliminate ambiguity when children through stress are different. The conclusions and experimental results show that the stress in the test sentences ", children's understanding and enhance with the increase of age when in doubt about the meaning of children's understanding, showing the inconsistency of age, because the tested children aged 4-5 are able to make the correct answer for the test sentences, and a small number of children aged 5-6 in put stress on the test question words into sentences in" stress ", we think this is related to individual differences in children's and their language input.
For the children how to solve the "Quantifier" learnability problem, the transition to the adult grammar, we support Zhou (2011) point of view, the child's brain has a variable constraint mechanism to help children choose the correct expression in the specific language environment, they only need to learn the language features of language knowledge there. Children can contain "ambiguity" by eliminating stress, because "between prosodic features" and its syntactic and semantic features of the links in the children's language has firmly established.

【學(xué)位授予單位】：湘潭大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H193.1

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