本文選題：漢語早期兒童 + “是”字結(jié)構(gòu)�。� 參考：《首都師范大學(xué)》2013年碩士論文

【摘要】：本文通過對兩名北京話兒童SYY和LXY的自然語料的考察,從兒童“是”的三種語法功能——判斷、強(qiáng)調(diào)、焦點(diǎn)標(biāo)記的習(xí)得出發(fā),考察了漢語早期兒童“是”字結(jié)構(gòu)的習(xí)得和發(fā)展?fàn)顩r。本文共分六章。 第一部分引言。論述本文的選題緣由及研究意義,介紹本文語料的來源及語料庫的研究方法,說明了本文運(yùn)用的理論框架和研究方法,明確本文的主要研究對象為漢語早期兒童“是”字結(jié)構(gòu)的習(xí)得情況。 第二部分“是”的性質(zhì)、作用與已有研究綜述。對“是”字的性質(zhì)和語法功能做出簡要概述,并總結(jié)了“是”字結(jié)構(gòu)的本體研究和習(xí)得研究的現(xiàn)狀,在探討相關(guān)理論的基礎(chǔ)上提出自己的見解,對兒童“是”字語法功能的分類做出說明。 第三部分漢語早期兒童“是”字的習(xí)得。分別論述了漢語早期兒童“是”的判斷、強(qiáng)調(diào)、焦點(diǎn)標(biāo)記三種語法功能的習(xí)得時(shí)間和產(chǎn)出狀況。綜合各方面因素對兒童“是”字的習(xí)得特征進(jìn)行了初步的解釋。 第四部分漢語早期兒童“是”字結(jié)構(gòu)的發(fā)展,是第三章內(nèi)容的深化,也是本文的主體部分。我們綜合上一章考察所得的數(shù)據(jù)及規(guī)律,分別探討了兒童語言中“是1”“是2”“是�！币约啊笆恰弊肿鳛樵~內(nèi)成分的發(fā)展?fàn)顩r。在此基礎(chǔ)上,我們從認(rèn)知水平、語言能力等方面分析了漢語早期兒童“是”字結(jié)構(gòu)的發(fā)展過程。 第五部分漢語早期兒童“是”字習(xí)得的影響因素。從兒童交際需要、輸入影響、認(rèn)知水平、偏向性策略四個(gè)角度分析了漢語早期兒童習(xí)得“是”字結(jié)構(gòu)的影響因素。 第六部分結(jié)語。從總體上概述兒童“是”字結(jié)構(gòu)的整體發(fā)展情況,并說明本文的一些不足。 本文得出的主要規(guī)律和結(jié)論有： (1)漢語早期兒童最先習(xí)得單純的判斷詞“是1”；稍后習(xí)得帶有重音的判斷詞“是1”和位于句首的焦點(diǎn)標(biāo)記“是�！�,兩者交叉習(xí)得；最后習(xí)得“是2、是3”,“是2”習(xí)得更晚些。 (2)無標(biāo)記的判斷動詞“是”在漢語早期兒童習(xí)得“是”字結(jié)構(gòu)中具有優(yōu)先權(quán),“是”各語法功能在兒童語言中的產(chǎn)出量與習(xí)得順序相一致。 (3)兒童語言中的“是2”和“是。”都與“是1”緊密結(jié)合,并不是單純的標(biāo)記詞,兒童“是”字結(jié)構(gòu)的發(fā)展與“是”的語法化過程密切相關(guān)。
[Abstract]:Based on the investigation of the natural corpus of SYY and LXY in two Beijing dialect children, this paper, based on the three grammatical functions of "is", emphasizes the acquisition of focus markers. This paper examines the acquisition and development of the character structure of "is" in early Chinese children. This paper is divided into six chapters. The first part is introduction. This paper discusses the reason and significance of this thesis, introduces the source of the corpus and the research methods of the corpus, and explains the theoretical framework and research methods used in this paper. It is clear that the main object of this study is the acquisition of the word structure of Chinese early childhood. The second part is a review of the nature, function and existing research of "Yes". This paper gives a brief overview of the nature and grammatical functions of the word "is", summarizes the present situation of the study on the ontology and acquisition of the word "is", and puts forward its own views on the basis of discussing the relevant theories. The classification of the grammatical function of the word "is" is explained. The third part is the acquisition of the word "is" in Chinese early childhood. This paper discusses the judgment of "is" in Chinese early childhood, and emphasizes the acquisition time and output of three grammatical functions. Combined with various factors, this paper gives a preliminary explanation of the acquisition characteristics of the word "is". The fourth part is the development of the character structure of Chinese early childhood, the deepening of the third chapter, and the main part of this paper. By synthesizing the data and rules obtained in the previous chapter, we discuss the "is 1", "is 2" and "yes" in children's language. And the development of the word "is" as an internal component of the word. On this basis, we analyze the development process of the character structure of Chinese early children from the aspects of cognitive level and language ability. The fifth part is the influencing factors of Chinese early children's word acquisition. This paper analyzes the influence factors of Chinese early children's acquisition of "is" from the four angles of children's communicative needs, input influence, cognitive level and biased strategy. Conclusion of the sixth part. This paper summarizes the overall development of children's "is" structure, and explains some shortcomings of this paper. The main rules and conclusions obtained in this paper are as follows: (1) early Chinese children first learned the simple judgment word "is 1"; later they learned the word "is 1" with stress and the focal mark "is", which is located at the beginning of the sentence. The final acquisition "is 2, is 3", "is 2" and "is 2" is later acquired. The output of each grammatical function in a child's language is consistent with the acquisition order. Both are closely combined with "is 1" and are not simply marked words. The development of "is" structure is closely related to the grammaticalization process of "is".
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H193.1

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