漢語限制焦點“只”的兒童語言習(xí)得研究
發(fā)布時間：2018-07-21 16:01
【摘要】：兒童對限制焦點副詞的習(xí)得是語言習(xí)得研究的熱點之一。在漢語中，當(dāng)限制焦點副詞“只”出現(xiàn)在主語前時，成人一般將其理解為對主語的限制，如“只有瑪麗吃了香蕉”表達(dá)的是“除瑪麗外沒有其他人吃了香蕉”。兒童對“只”的位置與其限制的成分之間的關(guān)系是否有與成人相同的認(rèn)識，，是一個值得探索的課題。本研究采用真值判斷任務(wù)法，考察漢語兒童對主語前“只”的理解情況，并比較他們與成人理解的異同。 關(guān)于兒童對限制焦點“只”的習(xí)得，以往的研究主要有以下兩點發(fā)現(xiàn)：(1)兒童傾向于把主語前的“只”理解成對謂語的限制。也就是說，兒童會把類似“只有瑪麗吃了香蕉”這樣的句子理解成“瑪麗只吃了香蕉”。(2)兒童對謂語前“只”的歧義句的理解遵循語義子集原則，而成人則遵循簡約原則。即，對于類似“小男孩只背著書包”這樣的句子，只要是小男孩背著的只有書包，成人就傾向于接受。至于小男孩有沒有同時進行其他的活動，如抱著花盆、拿著風(fēng)箏等等，成人不關(guān)注；而兒童則要求小男孩只進行了“背著書包”這一個活動。本研究集中探討第一個問題，考察對于主語前“只”，兒童是否存在謂語傾向性，并驗證Zhou and Crain提出的“否定的介入有助于兒童理解主語前‘只’”的觀點。本文的研究問題是:(1)兒童是否傾向于將主語前的“只”理解成謂語焦點？(2)如果兒童確實存在這種傾向，否定的介入是否有助于兒童得到與成人相似的理解？(3)3-6歲的小孩在對主語前“只”的理解方面有沒有明顯的差別？如果“否定”的介入沒有作用，兒童又是如何過渡到成人語法的呢？ 研究結(jié)果顯示，4-6歲的兒童的確存在謂語傾向性。但兒童的發(fā)展很不一致。存在謂語傾向性的兒童也同時擁有正確的理解，他們在兩種理解中徘徊，所以出現(xiàn)偏向做出成人的理解或偏向做出謂語傾向性理解的情況。而絕大多數(shù)成人都沒有謂語傾向性。否定的介入對這個問題的幫助不大，4-6歲的兒童也沒有明顯的年齡差別。實驗一支持大多數(shù)學(xué)者的觀點（Yang, Restrictive Focus; Notley et al.; Zhou and Crain）。對于實驗二和Zhou and Crain實驗的差異，我們認(rèn)為與兒童的個體差異及語言輸入有關(guān)。但值得說明的是，暫時性的不理解并不代表兒童大腦中這塊知識的缺乏，而是需要接觸更多支持他們做出正確選擇的語料。
[Abstract]:Children's acquisition of restricted focus adverbs is one of the hotspots in language acquisition. In Chinese, when the restricted focus adverb "only" appears before the subject, the adult generally understands it as the restriction on the subject, for example, "only Mary ate the banana" means "no one but Mary has eaten the banana". It is worth exploring whether children have the same understanding of the relationship between the position of "only" and their limiting elements as adults. In this study, we used the truth judgment task method to investigate the Chinese children's understanding of "only" before subject, and to compare their understanding with adults. There are two main findings in previous studies on children's acquisition of restricted focus: (1) Children tend to interpret "only" before subject as the limitation of predicate. That is to say, children will interpret sentences such as "only Mary eats bananas" as "Mary only eats bananas". (2) Children's understanding of "only" ambiguous sentences before predicate follows the principle of semantic subset, while adults follow the principle of minimization. That is, for sentences like "little boys carry only schoolbags," adults tend to accept as long as they carry only schoolbags. As for whether the boy has other activities at the same time, such as holding a flowerpot, holding a kite and so on, the adult does not pay attention to it, while the child asks the boy to carry out only the "backpack" activity. This study focuses on the first question, examines whether there is predicate tendency in children before subject, and verifies Zhou and Crain's view that "negative intervention can help children understand the presubjective 'only'." The research questions in this paper are: (1) does the child tend to regard the "only" before the subject as the focus of the predicate? (2) if the child does have this tendency, Does negative intervention help children to get a similar understanding as adults? (3) are there significant differences in the understanding of "only" before subject among children aged 3-6? If "negative" intervention does not work, how do children transition to adult grammar? The results show that children aged 4-6 years do have predicate tendency. But the development of children is very inconsistent. The children who have predicate tendency also have correct understanding, they are wandering in the two kinds of understanding, so they tend to make the adult understanding or the predicate tendency understanding. The vast majority of adults have no predicate bias. Negative intervention did little to help the problem, and there was no significant age difference between 4-6-year-olds. Experiment 1 supports the view of most scholars (Yang, restrictive focus; Notley et al.; Zhou and rain). As to the difference between experiment 2 and Zhou and rain experiment, we think it is related to the individual difference and language input of children. But it is worth noting that a temporary lack of understanding does not represent a lack of knowledge in children's brains, but requires more access to data that support them in making the right choices.
【學(xué)位授予單位】：湘潭大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H193.1
本文編號：2136043
[Abstract]:Children's acquisition of restricted focus adverbs is one of the hotspots in language acquisition. In Chinese, when the restricted focus adverb "only" appears before the subject, the adult generally understands it as the restriction on the subject, for example, "only Mary ate the banana" means "no one but Mary has eaten the banana". It is worth exploring whether children have the same understanding of the relationship between the position of "only" and their limiting elements as adults. In this study, we used the truth judgment task method to investigate the Chinese children's understanding of "only" before subject, and to compare their understanding with adults. There are two main findings in previous studies on children's acquisition of restricted focus: (1) Children tend to interpret "only" before subject as the limitation of predicate. That is to say, children will interpret sentences such as "only Mary eats bananas" as "Mary only eats bananas". (2) Children's understanding of "only" ambiguous sentences before predicate follows the principle of semantic subset, while adults follow the principle of minimization. That is, for sentences like "little boys carry only schoolbags," adults tend to accept as long as they carry only schoolbags. As for whether the boy has other activities at the same time, such as holding a flowerpot, holding a kite and so on, the adult does not pay attention to it, while the child asks the boy to carry out only the "backpack" activity. This study focuses on the first question, examines whether there is predicate tendency in children before subject, and verifies Zhou and Crain's view that "negative intervention can help children understand the presubjective 'only'." The research questions in this paper are: (1) does the child tend to regard the "only" before the subject as the focus of the predicate? (2) if the child does have this tendency, Does negative intervention help children to get a similar understanding as adults? (3) are there significant differences in the understanding of "only" before subject among children aged 3-6? If "negative" intervention does not work, how do children transition to adult grammar? The results show that children aged 4-6 years do have predicate tendency. But the development of children is very inconsistent. The children who have predicate tendency also have correct understanding, they are wandering in the two kinds of understanding, so they tend to make the adult understanding or the predicate tendency understanding. The vast majority of adults have no predicate bias. Negative intervention did little to help the problem, and there was no significant age difference between 4-6-year-olds. Experiment 1 supports the view of most scholars (Yang, restrictive focus; Notley et al.; Zhou and rain). As to the difference between experiment 2 and Zhou and rain experiment, we think it is related to the individual difference and language input of children. But it is worth noting that a temporary lack of understanding does not represent a lack of knowledge in children's brains, but requires more access to data that support them in making the right choices.
【學(xué)位授予單位】：湘潭大學(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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