發(fā)布時間：2018-03-09 12:20

  本文選題：說英語兒童　切入點：說漢語兒童　出處：《長沙理工大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：被動句是人們?nèi)粘Ｉ罱涣髦谐Ｓ玫木湫椭唬瑯右彩莾和Z言使用成熟的標(biāo)志之一。從生成語法的角度來看，利用最簡方案理論來分析兒童早期被動句的習(xí)得情況，，有利于從語言內(nèi)部更深層次地發(fā)現(xiàn)兒童習(xí)得被動句的發(fā)展過程以及被動句的轉(zhuǎn)換生成過程；不同語言的被動句習(xí)得異同如何；隨著兒童年齡增長，被動句的發(fā)展是否接近成人被動句或者完全一樣等。兒童被動句習(xí)得的生成語法研究對研究兒童語言發(fā)展具有一定意義。 本課題運用調(diào)查研究法、個案縱向觀察法和數(shù)理統(tǒng)計法對四名1-5歲兒童（說英語和說漢語兒童各兩名）的被動句習(xí)得及使用情況進行研究分析。其中兩名說漢語兒童MHR(01;00;20—05;04;26)和ZHZ(00;10;19—05;07;24)語料中選取38個對稱觀察點，對他們早期被動句使用的總體情況、始現(xiàn)時間和頻率進行分析。對來自Brown語料庫的ADA(02;03;04—05;02;12)和SAR(02;03;05—05;00;10)兩名說英語兒童的語料中選取27個對稱觀察點，對他們早期被動句發(fā)展情況做相應(yīng)研究。同時對說漢語兒童和說英語兒童的被動句發(fā)展情況進行對比研究，探討其異同，并分析形成原因。 研究結(jié)果表明：（1）說漢語兒童被動句的習(xí)得順序為：(NP)+VP→NP(受)+VP→(NP)+被（叫/讓/給）+NP(施)+VP→NP(受)+被（叫/讓/給）+NP(施)+VP→(NP)+被（叫/讓/給）+VP和NP(受)+被（叫/讓/給）+NP(施)+VP；（2）說漢語兒童早在一歲半左右就已習(xí)得被動句，而說英語兒童在兩歲半左右才開始習(xí)得簡單被動句，且習(xí)得BE型被動句要早于并多于GET型被動句；（3）兩歲半至三歲半是說漢語兒童被動句習(xí)得的高峰期；而三歲半至四歲是說英語兒童被動句習(xí)得的高峰期。被動句的數(shù)量隨年齡的增長而增長，高峰期后逐漸減少；（4）五歲時，兒童被動句使用數(shù)量減少，兒童更傾向于選擇比較簡單的主動句。兒童被動句的發(fā)展與兒童所處的年齡段、語言的復(fù)雜性、語言輸入差異和輸入頻率等因素有關(guān)。
[Abstract]:The passive sentence is one of the common patterns of daily life in people, is also one of the children's language use maturity. From the perspective of generative grammar, using minimalist theory to analyze the acquisition of passive sentences in early childhood, is conducive to further found the children's acquisition of passive sentences in the development process and the conversion of the passive sentence the generation process from inside the language; how different language acquisition of passive voice differences; with age growth, the development of the passive sentence is close to adult or passive sentences exactly the same. Children's passive sentence acquisition Chinese law study has a certain significance to the development of children's language.
This paper using the survey method, case of longitudinal observation and statistics of the four children of 1-5 years old (English and Mandarin speaking children two) passive sentence acquisition and use of research and analysis. The two Chinese speaking children MHR (01; 00; 20 - 05; 04; 26) and ZHZ (00; 10; 19 - 05; 07; 24) in the corpus selected 38 symmetric observation points of their early passive use overall situation, carries on the analysis from the time and frequency of Brown. From the corpus of ADA (02; 03; 04 - 05; 02; 12 and 02 (SAR) 03; 05; 05; 00; 10) two English speaking children in the corpus selected 27 symmetric observation points of their early development of the passive sentence accordingly. At the same time to study Mandarin speaking children and compare study of English children's passive situation, to discuss the similarities and differences, and analyze the causes.
鐮旂┒緇撴灉琛ㄦ槑錛

本文編號：1588528