本文選題：兒童語(yǔ)言習(xí)得 + 漢語(yǔ)普通話��； 參考：《中國(guó)社會(huì)科學(xué)院研究生院》2012年博士論文

【摘要】：語(yǔ)法系統(tǒng)的習(xí)得是母語(yǔ)習(xí)得中非常重要的方面，因?yàn)檎Z(yǔ)言是遵循一定的語(yǔ)法規(guī)則的，而兒童構(gòu)建自己的語(yǔ)言必然是按照一定語(yǔ)法規(guī)則進(jìn)行的。因此，如何習(xí)得語(yǔ)法系統(tǒng)中最基礎(chǔ)的部分——語(yǔ)法范疇，就成為了兒童語(yǔ)法習(xí)得中最重要的問題。因?yàn)檎Z(yǔ)法范疇是構(gòu)成句子及句法規(guī)則的基礎(chǔ)。有了這些基礎(chǔ)知識(shí)，兒童才能進(jìn)一步習(xí)得其他語(yǔ)法范疇。語(yǔ)法范疇對(duì)于理解母語(yǔ)中的句子，并說(shuō)出自己的句子，甚至是一些他們從未聽過(guò)的句子都很重要。兒童在語(yǔ)言習(xí)得的最初階段，是怎樣習(xí)得語(yǔ)法范疇的，這是我們最關(guān)心的問題。 在語(yǔ)言習(xí)得過(guò)程中，詞匯是需要兒童逐個(gè)學(xué)習(xí)并且記憶的。兒童在學(xué)習(xí)詞匯時(shí)，需要將詞匯歸入適當(dāng)?shù)恼Z(yǔ)法范疇，如名詞、動(dòng)詞、副詞等。但是，兒童是如何將詞歸入語(yǔ)法范疇的，這一過(guò)程的形成機(jī)制與決定因素仍不明確。 關(guān)于幼兒早期如何習(xí)得句法范疇，主要有三種理論：語(yǔ)義啟動(dòng)理論、音韻啟動(dòng)理論和分布啟動(dòng)理論。本文以分布啟動(dòng)理論為指導(dǎo)，利用感知實(shí)驗(yàn)的方法，考察漢語(yǔ)幼兒能否利用分布特征對(duì)名詞、動(dòng)詞進(jìn)行范疇化。 名詞和動(dòng)詞是最基本的詞類，也是兒童最早接觸、習(xí)得的詞類，對(duì)于兒童詞類習(xí)得來(lái)說(shuō)十分重要。關(guān)于兒童名詞、動(dòng)詞的范疇化習(xí)得，德語(yǔ)、法語(yǔ)和英語(yǔ)中曾有個(gè)別研究，這些研究中幼兒多是利用形態(tài)標(biāo)記的分布特征對(duì)名詞和動(dòng)詞進(jìn)行范疇化。漢語(yǔ)與這些西方語(yǔ)言不同，漢語(yǔ)中存在很多可以兼類使用的詞，如“研究、調(diào)查、感受”等詞，都是既可以作名詞使用，，也可以作動(dòng)詞使用，而沒有任何形態(tài)或語(yǔ)音上的變化。這些兼類詞為幼兒詞類習(xí)得增加了很大的難度。其次，漢語(yǔ)是缺乏形態(tài)變化的語(yǔ)言。在英語(yǔ)、法語(yǔ)等有形態(tài)變化的語(yǔ)言中，功能詞及詞綴比較豐富，兒童可以借助詞綴等形態(tài)環(huán)境對(duì)詞類進(jìn)行范疇化。但是漢語(yǔ)中卻沒有形態(tài)變化，詞類也缺少詞綴、必須共現(xiàn)的冠詞。那么，漢語(yǔ)中詞類在缺乏形態(tài)的情況下，漢語(yǔ)幼兒是利用什么信息來(lái)獲得詞類范疇的呢？ 目前關(guān)于漢語(yǔ)兒童詞類范疇化的研究還是空白。本文主要關(guān)注漢語(yǔ)幼兒如何對(duì)名詞和動(dòng)詞進(jìn)行范疇化習(xí)得。對(duì)這個(gè)問題的研究有助于我們了解大腦的語(yǔ)言認(rèn)知系統(tǒng)，了解不同語(yǔ)言語(yǔ)言習(xí)得機(jī)制的普遍性與特殊性。 本文首先對(duì)父母的輸入語(yǔ)言中名詞和動(dòng)詞的分布特征進(jìn)行了分析。結(jié)果發(fā)現(xiàn)漢語(yǔ)輸入語(yǔ)言中存在如下特點(diǎn)：1）詞的兼類使用情況很少�；旧蠜]有同一個(gè)詞既用作名詞，又用作動(dòng)詞的情況。2）父母使用的部分名詞和動(dòng)詞前面或后面會(huì)出現(xiàn)功能詞，但前后同時(shí)出現(xiàn)功能詞的機(jī)率較小。但是，漢語(yǔ)中名詞和動(dòng)詞前后出現(xiàn)的功能詞框架沒有重疊的情況，功能詞框架的分布比較清晰。3）父母在與幼兒的自然交流中所使用的名詞和動(dòng)詞在音節(jié)數(shù)上有明顯的差異。名詞更多是雙音節(jié)詞，而動(dòng)詞更多是單音節(jié)詞。 基于漢語(yǔ)中名詞和動(dòng)詞分布上具有的特點(diǎn)，我們?cè)O(shè)計(jì)了六個(gè)感知實(shí)驗(yàn)。被試為漢語(yǔ)普通話環(huán)境中的12－14個(gè)月和18－22個(gè)月的幼兒，被試共有173名（其中64.7%有效）。實(shí)驗(yàn)均采用注視法（visual fixation procedure），選取了3歲前幼兒不熟悉的詞作為目標(biāo)詞（如：“研究、省”），保證了幼兒能夠在不依賴目標(biāo)詞的語(yǔ)義信息的情況下完成對(duì)目標(biāo)詞的范疇化；并從父母的輸入語(yǔ)言中選取了高頻的功能詞作為環(huán)境詞，考察幼兒能否根據(jù)漢語(yǔ)輸入語(yǔ)言中存在的分布特征對(duì)名詞和動(dòng)詞進(jìn)行范疇化。 實(shí)驗(yàn)一、二：考察如果只依靠前置功能詞，漢語(yǔ)幼兒是否能夠?qū)γ~和動(dòng)詞進(jìn)行抽象范疇化。12－14個(gè)月和18－22個(gè)月的幼兒參加了實(shí)驗(yàn)。實(shí)驗(yàn)采用了6個(gè)目標(biāo)詞，“研究、檢驗(yàn)、發(fā)明、調(diào)查、統(tǒng)計(jì)、辯論”；4個(gè)目標(biāo)詞前的修飾詞，“我的……、這個(gè)……、我也……、你別……”。 實(shí)驗(yàn)三：被試為母語(yǔ)為15個(gè)月的非漢語(yǔ)的幼兒。實(shí)驗(yàn)三在加拿大魁北克大學(xué)心理學(xué)系言語(yǔ)實(shí)驗(yàn)室完成。實(shí)驗(yàn)語(yǔ)料及方法與實(shí)驗(yàn)二相同。 實(shí)驗(yàn)四、五：考察漢語(yǔ)幼兒是否能夠利用功能詞框架對(duì)名詞和動(dòng)詞進(jìn)行范疇化。18－22個(gè)月和12－14個(gè)月的幼兒參加了實(shí)驗(yàn)。采用了6個(gè)功能詞框架，包括3個(gè)名詞框架：“在……上”，“個(gè)……是”，和“的……都”；3個(gè)動(dòng)詞框架：“就……了”，“沒……過(guò)”和“還……著”。兩個(gè)目標(biāo)詞為“囤/屯”和“省”。 實(shí)驗(yàn)六：考察漢語(yǔ)幼兒在利用功能詞框架對(duì)名詞和動(dòng)詞進(jìn)行范疇化的時(shí)候，熟悉的詞是否有影響。18－22個(gè)月的幼兒參加了實(shí)驗(yàn)。使用實(shí)驗(yàn)四中的6個(gè)功能詞框架，包括3個(gè)名詞框架：“在……上”，“個(gè)……是”，和“的……都”；3個(gè)動(dòng)詞框架：“就……了”，“沒……過(guò)”和“還……著”。兩個(gè)目標(biāo)詞為“囤/屯”和“省”。 結(jié)果顯示幼兒在只有前側(cè)功能詞（實(shí)驗(yàn)一、二）的情況下，已有一定的范疇化能力；在前后都有功能詞（實(shí)驗(yàn)四、五）的情況下，18－22個(gè)月的幼兒能夠?qū)γ~進(jìn)行范疇化，不能對(duì)動(dòng)詞進(jìn)行范疇化，12－14個(gè)月的幼兒對(duì)名詞有部分的范疇化能力。結(jié)果說(shuō)明目標(biāo)詞前功能詞及前后功能詞框架為幼兒對(duì)名詞的范疇化提供了足夠的分布信息。 12－14個(gè)月的漢語(yǔ)幼兒表現(xiàn)出了一定的范疇化的能力，到18－22個(gè)月時(shí)由表現(xiàn)出較強(qiáng)的能力，說(shuō)明幼兒的范疇化的能力具有由弱到強(qiáng)的發(fā)展的過(guò)程。漢語(yǔ)幼兒在14個(gè)月到18個(gè)月期間，范疇化的能力有了較大的發(fā)展。范疇化能力的發(fā)展是隨著幼兒認(rèn)知能力的發(fā)展而增強(qiáng)的，隨著幼兒認(rèn)知能力、語(yǔ)言能力以及詞匯量的增加，幼兒對(duì)詞類的范疇化的能力也逐漸增強(qiáng)。 本文的研究對(duì)于范疇習(xí)得理論具有重要意義，證明了句法范疇在幼兒習(xí)得語(yǔ)言的初期就已經(jīng)出現(xiàn)，并且與詞的語(yǔ)義習(xí)得是相互獨(dú)立的。這一結(jié)果與語(yǔ)義啟動(dòng)理論的觀點(diǎn)不同，支持了分布啟動(dòng)理論，并支持了幼兒在語(yǔ)言習(xí)得初期就有抽象的句法知識(shí)這一觀點(diǎn)。
[Abstract]:The acquisition of the grammar system is very important in the acquisition of the native language , because the language follows a certain grammatical rule , and the child ' s construction of its own language is bound to be carried out according to certain grammar rules . As a result , how to acquire the most basic part _ grammar category in the grammar system becomes the most important problem in children ' s grammar acquisition .

In the process of language acquisition , vocabulary is required for children to learn and remember one by one . When learning vocabulary , children need to put the words in the appropriate grammatical category , such as nouns , verbs , adverbial words , etc . However , how children attribute the words to the grammatical category is still unclear .

There are three main theories about how early childhood can acquire the syntactic category : the theory of semantic priming , the theory of sound initiation and the theory of distribution initiation . In this paper , based on the theory of distribution initiation , this paper studies whether Chinese children can use the distribution characteristics to classify nouns and verbs by using the method of perception experiment .

In Chinese and western languages , there are many kinds of words , such as " research , investigation , feeling " and so on .

At present , the research on the categorization of Chinese children ' s vocabulary is still blank . This paper mainly focuses on how Chinese children learn from nouns and verbs . The study of this problem can help us to understand the language cognitive system of the brain and to understand the universality and particularity of different language acquisition mechanisms .

This paper first analyzes the distribution characteristics of nouns and verbs in the input language of parents .

Based on the characteristics of nouns and verbs in Chinese , we designed six cognitive experiments . The subjects were tested for 12 - 14 months and 18 - 22 months in Chinese Putonghua , 173 of them were tested ( 64.7 % were effective ) . All experiments were followed by visual fixation procedure , and the words which were unfamiliar to children before 3 years were selected as target words ( such as " study , province " ) , which ensured that children can complete the categorization of target words without relying on the semantic information of the target words ;
The function words of high frequency are selected from the parents ' input language as the environment word , and whether the children can classify the nouns and verbs according to the distribution characteristics of the Chinese input language .

Experiment 1 , 2 : To investigate whether Chinese children can abstract nouns and verbs only by means of pre - functional words . 12 - 14 months and 18 - 22 months of young children participated in the experiment . Six target words , " research , inspection , invention , investigation , statistics and debate " were used in the experiment .
The modifiers before the four target words , " I . . this . . I . . you don ' t . "

Experiment 3 : The mother tongue is a non - Chinese infant whose mother tongue is 15 months . The experiment is completed in the speech laboratory of the Department of Psychology , Quebec University , Canada . The experimental corpus and method are the same as the experiment two .

Experiment 4 , 5 : To investigate whether Chinese children can use functional word framework to classify nouns and verbs . 18 - 22 months and 12 - 14 months of young children participated in the experiment . Six functional word frames were used , including 3 noun frames : " In . , " , " , " , and " .
Three verbs frame : " Yes . " , " No . " and " also . " The two target words are " bin / tun " and " province " .

Experiment 6 : To investigate whether Chinese children have influence during the categorization of nouns and verbs by using functional word frames . 18 - 22 months of young children participated in the experiment . 6 functional words frame in experiment 4 were used , including 3 noun frames : " In . , " , " , " , and " .
Three verbs frame : " Yes . " , " No . " and " also . " The two target words are " bin / tun " and " province " .

The results showed that in the case of only the front functional words ( experiment I , II ) , children had certain categorization ability ;
In the case of the functional words ( experiment 4 , 5 ) , children 18 - 22 months can classify the nouns without categorization of the verbs , and children of 12 - 14 months have a partial categorization ability to nouns . The results show that the pre - functional words and the pre - and post - functional words framework provide enough distribution information for the categorization of nouns .

With the development of children ' s cognitive ability , the development of categorization ability is enhanced with the development of children ' s cognitive ability . With the increase of cognitive ability , language ability and vocabulary , children ' s ability to categorization is gradually enhanced .

The research of this paper is of great significance to the theory of category acquisition , which proves that the syntactic category has appeared in the early stage of child acquisition language and is independent from the semantic acquisition of words . This result is different from the view of semantic initiation theory , supports the distribution initiation theory , and supports the viewpoint that young children have abstract syntax knowledge in the early stage of language acquisition .

【學(xué)位授予單位】：中國(guó)社會(huì)科學(xué)院研究生院
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：H193.1

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本文編號(hào)：1864055