【摘要】：關(guān)于兒童語(yǔ)音習(xí)得,Lenneberg(1967)提出了獨(dú)立假說(shuō)(Independence Hypothesis),認(rèn)為語(yǔ)言的發(fā)展受制于生理成熟機(jī)制,且獨(dú)立于成人語(yǔ)言環(huán)境的影響。Boysson-Bardies et al.(1984,1989)提出了早期交互假說(shuō)(Hypothesis of Early Interaction),認(rèn)為語(yǔ)言環(huán)境對(duì)兒童語(yǔ)言發(fā)展起關(guān)鍵作用。 基于對(duì)長(zhǎng)沙18名漢語(yǔ)兒童的語(yǔ)音調(diào)查,本學(xué)位論文旨在探討他們對(duì)雙音節(jié)詞中不同聲調(diào)組合的習(xí)得情況,其習(xí)得過(guò)程是否具有普遍的發(fā)展規(guī)律還是呈現(xiàn)個(gè)體差異,主要探討以下問(wèn)題： 1)兒童三歲前是否己習(xí)得全部16種漢語(yǔ)聲調(diào)組合? 2)在兩至三歲期間,雙音節(jié)聲調(diào)有怎樣的習(xí)得順序? 3)兒童雙音節(jié)聲調(diào)習(xí)得特征是否會(huì)因性別因素而存在系統(tǒng)性的變化? 4)隨著年齡的增長(zhǎng),兒童的雙音節(jié)聲調(diào)模式是否會(huì)逐漸偏向成人的特征? 受試者包括18名長(zhǎng)沙兒童和2名成人。這些兒童分為三個(gè)年齡層次,兩歲、兩歲半、三歲,且每個(gè)年齡段男女?dāng)?shù)量均等。2名成人是湖南大學(xué)語(yǔ)言學(xué)系的研究生,母語(yǔ)為漢語(yǔ)。受試材料是32幅熟悉事物的彩色圖片,要求受試者產(chǎn)出32個(gè)雙音節(jié)詞,且每個(gè)聲調(diào)組合有2個(gè)不同的詞組。數(shù)據(jù)采集使用SONY ICD-TX50在自然環(huán)境中錄制,共發(fā)現(xiàn)1280個(gè)產(chǎn)出音節(jié)。 本學(xué)位論文運(yùn)用統(tǒng)計(jì)分析和聲學(xué)研究?jī)煞N方法,有如下發(fā)現(xiàn)： 1)兒童在三歲前尚未完全習(xí)得所有的聲調(diào)組合。 2)雙音節(jié)聲調(diào)習(xí)得具有一定的順序。 兩歲時(shí),他們未掌握任何一種聲調(diào)組合。兩歲半時(shí),已習(xí)得T1+T1, T1+T2, T2+T1, T2+T2, T2+T4, T4+T2, T4+T4。三歲時(shí),能清楚辨別T3+T1和T3+T2。三歲后,仍舊有一些聲調(diào)組合未完全習(xí)得,包括T1+T3, T1+T4, T2+T3, T3+T3, T3+T4,T4+T1和T4+T3。 3)男女習(xí)得順序存在差異性,需要區(qū)別對(duì)待。男童兩歲半時(shí)習(xí)得T1+T1,T1+T2, T2+T4,六個(gè)月后掌握了T1+T4, T2+T1, T3+T1, T3+T2。女童兩歲半時(shí)習(xí)得了T2+T4, T4+T4,六個(gè)月后掌握T1+T1, T1+T2, T1+T4, T2+T1, T2+T2, T4+T2。另在雙音節(jié)習(xí)得中,性別因素對(duì)T4的平均基頻值具有系統(tǒng)影響,女童的數(shù)值一直高于男童的數(shù)值。 4)隨著年齡的增長(zhǎng),兒童聲調(diào)的發(fā)展逐漸接近成人的聲調(diào)特征。研究成果支持了早期交互假說(shuō)原理,不支持獨(dú)立假說(shuō)。
[Abstract]:With regard to, Lenneberg (1967, an independent hypothesis is put forward that (Independence Hypothesis), holds that the development of language is restricted by the mechanism of physical maturity and independent of the influence of adult language environment. Boysson-Bardies et al. (1984, 1989) put forward the early interaction hypothesis (Hypothesis of Early Interaction), believes that language environment plays a key role in children's language development. Based on the phonetic survey of 18 Chinese children in Changsha, the purpose of this thesis is to explore whether there is a general law of development or individual differences in the acquisition process of different tone combinations in disyllabic words. The main questions are as follows: 1) do children acquire all 16 Chinese tone combinations before the age of three? 2) between the ages of two and three, What is the acquisition order of disyllabic tones? 3) will there be systematic changes in children's disyllabic tone acquisition characteristics due to gender factors? 4) with the increase of age, will children's disyllabic tone patterns gradually favor the adult characteristics? The subjects included 18 Changsha children and 2 adults. The children are divided into three age groups, two and a half years old and three years old, and the number of men and women is equal for each age group. Two adults are graduate students in the Department of Linguistics of Hunan University and their mother tongue is Chinese. The subjects were 32 color pictures of familiar things, requiring the subjects to produce 32 disyllabic words, and each tone combination had 2 different phrases. SONY ICD-TX50 was used to record the data in the natural environment, and a total of 1280 syllables were found. Using statistical analysis and acoustic research, the following findings are found: 1) Children have not fully acquired all tone combinations before the age of three. 2) the two-tone is acquired in a certain order. At the age of two, they did not master any combination of tones. At the age of two and a half years old, T1 T 1, T 1 T 2, T 2 T 1, T 2, T 2 T 4, T 4 T 2, T 4 had been acquired. At the age of three, T 3 T 1 and T 3 T 2 could be clearly distinguished. After the age of three, there are still a number of tone combinations that have not been fully acquired, including T1 T3, T1 T4, T2 T3, T4T1 and T4T3. 3) there are differences in the acquisition order between men and women, which need to be treated differently. When the boy was two and a half years old, he acquired T1 T 1, T 1 T 2, T 2 T 4, T 2 T 1, T 3 T 2 after six months. The girls acquired T2 T 4, T 4 at the age of two and a half. After six months, they mastered T 1, T 1 T 2, T 1 T 4, T 2 T 1, T 2, T 4 T 2. In addition, in disyllabic acquisition, gender factor has a systematic impact on the average fundamental frequency of T4, and the value of girls is always higher than that of boys. 4) with the increase of age, the development of children's tone is close to the tone characteristics of adults. The research results support the principle of early interaction hypothesis, but not the independent hypothesis.
【學(xué)位授予單位】：湖南大學(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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