本文選題：特殊型語(yǔ)言障礙 + 語(yǔ)言習(xí)得��； 參考：《廣東外語(yǔ)外貿(mào)大學(xué)》2013年碩士論文

【摘要】：對(duì)全稱量詞“都”的研究一直是學(xué)界的熱點(diǎn)話題。兒童語(yǔ)言習(xí)得研究致力于解決正常兒童何時(shí)以及如何習(xí)得“都”的窮盡性以及全稱量詞與否定的轄域問(wèn)題。此外，國(guó)外研究發(fā)現(xiàn)特殊性語(yǔ)言障礙(SLI)兒童在習(xí)得窮盡性和全稱量詞方面存在困難，表明SLI兒童可能在語(yǔ)義方面存在缺陷。但是，迄今為止國(guó)內(nèi)還沒(méi)有關(guān)于漢語(yǔ)SLI兒童對(duì)全稱量詞“都”的研究。因此，本文試圖通過(guò)實(shí)驗(yàn)方式探討SLI兒童對(duì)全稱量詞“都”的習(xí)得，具體是要探討SLI兒童習(xí)得“都”的窮盡性以及“都”與否定的轄域時(shí)可能存在的困難，并嘗試給出相應(yīng)解釋。 實(shí)驗(yàn)包括來(lái)自合肥，新鄉(xiāng)，長(zhǎng)沙和廣州四個(gè)城市的36名受試兒童。這些受試兒童分為三組，每組12人。第一組為特殊型語(yǔ)言障礙(SLI)組，通過(guò)相關(guān)量表確認(rèn)。第二組為正常兒童年齡匹配(TDA)組，比SLI兒童年齡小，但與SLI兒童在年齡和性別上一一匹配。第三組為正常兒童語(yǔ)言能力匹配(TDY)組，與SLI兒童在性別和語(yǔ)言能力上一一匹配。本研究包括兩個(gè)實(shí)驗(yàn):“都”的窮盡性以及“都”與否定的轄域。 本研究采用SPSS16.0對(duì)實(shí)驗(yàn)所得數(shù)據(jù)進(jìn)行分析。結(jié)果表明SLI兒童在習(xí)得“都”的窮盡性和“都”與否定的轄域方面存在困難。首先，在關(guān)于“都”的窮盡性實(shí)驗(yàn)中，SLI兒童將全稱量詞理解為一個(gè)或兩個(gè)，其結(jié)果與同齡組兒童存在顯著差異，原因可能在于SLI兒童還不知道“都”的量化轄域需要窮盡，即SLI兒童未能習(xí)得全稱量化的概念。其次，在關(guān)于“都”與否定的轄域?qū)嶒?yàn)中，SLI兒童認(rèn)為“每匹馬都沒(méi)有跳過(guò)籬笆”這個(gè)結(jié)構(gòu)有歧義并傾向于接受逆序解釋。其結(jié)果與同齡組兒童存在顯著差異，原因可能在于SLI兒童對(duì)“都”的焦點(diǎn)特征沒(méi)有完全掌握。 本文初步探討了普通話SLI兒童對(duì)全稱量詞“都”的習(xí)得。研究表明SLI兒童對(duì)全稱量詞“都”的習(xí)得存在困難。這與國(guó)外其它語(yǔ)言的相關(guān)研究一致，表明漢語(yǔ)SLI兒童可能在語(yǔ)義方面存在缺陷。本研究將對(duì)普通話SLI兒童進(jìn)行及早診斷，干預(yù)和治療有一定的參考價(jià)值。同時(shí)，本研究也有助于進(jìn)一步研究SLI兒童對(duì)其它量化結(jié)構(gòu)的習(xí)得，如增加性和限定性焦點(diǎn)，以及其它量詞的習(xí)得，，如“一些”，以便能夠全面認(rèn)識(shí)SLI兒童對(duì)量化的習(xí)得以及其在語(yǔ)義方面的可能缺陷。
[Abstract]:The study of the full-name quantifier "du" has been a hot topic in academic circles. The study of children's language acquisition is devoted to solving the problem of when and how normal children acquire "du" and the scope of full term quantifier and negation. In addition, foreign studies have found that children with specific language disorders (SLI) have difficulties in acquiring exhaustive and full quantifiers, indicating that SLI children may have semantic defects. However, up to now, there is no research on Chinese SLI children's full-name quantifier "du". Therefore, this paper attempts to explore the acquisition of the full quantifier "du" by SLI children by means of experiments, specifically to explore the exhaustion of the acquisition of "capital" by SLI children and the difficulties that may exist in the acquisition of "capital" and negation. And try to give the corresponding explanation. The experiment included 36 children from four cities of Hefei, Xinxiang, Changsha and Guangzhou. The children were divided into three groups, 12 in each group. The first group was a special language disorder (SLI) group, confirmed by correlation scale. The second group was a normal child age matching group, which was younger than that of SLI children, but matched with SLI children in age and sex one by one. The third group was a normal child language ability matching group, and matched with SLI children on gender and language ability one by one. This study includes two experiments: the exhaustion of du and the scope of du and negation. In this study, SPSS16.0 was used to analyze the experimental data. The results show that SLI children have difficulties in learning the exhaustion of "city" and the scope of "both" and "negation". First of all, in the exhaustive experiment on "du", children understand the full term quantifier as one or two, and the result is significantly different from that of the children of the same age group. The reason may be that the children of SLI do not know that the quantitative scope of "du" needs to be exhausted. That is, SLI children fail to acquire the concept of full quantification. Secondly, in the domain experiment of "du" and "no", the SLI children think that the structure "no horse has jumped the fence" is ambiguous and tends to accept the reverse interpretation. The results were significantly different from those of children of the same age group, which may be due to the fact that SLI children did not have a complete grasp of the focus characteristics of "du". This paper discusses the acquisition of the full-term "du" by SLI children in Putonghua. The study shows that SLI children have difficulty in acquiring the full-term quantifier "du". This is consistent with other foreign language studies, indicating that Chinese SLI children may have semantic defects. This study will be helpful for early diagnosis, intervention and treatment of putonghua SLI children. At the same time, this study is also helpful to further study the acquisition of other quantitative structures in SLI children, such as additionality and limitation, and the acquisition of other quantifiers, such as "some". In order to fully understand SLI children's acquisition of quantification and its possible semantic defects.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H193.1

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相關(guān)期刊論文 前3條

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本文編號(hào)：1927267