【摘要】：詞匯理解,尤其是動(dòng)詞的理解是兒童語(yǔ)言習(xí)得研究的重點(diǎn)。圍繞這個(gè)重點(diǎn),研究者們做了大量的研究。在句法啟動(dòng)理論框架下的語(yǔ)言習(xí)得研究表明了句法結(jié)構(gòu)在兒童動(dòng)詞理解中有很重要的指導(dǎo)意義。眾所周知,漢語(yǔ)中存在著大量的空論元結(jié)構(gòu),特別是賓語(yǔ)脫落結(jié)構(gòu),這一特殊的現(xiàn)象使得論元數(shù)量不能作為判斷兒童動(dòng)詞理解的唯一線索,使得兒童使用句法結(jié)構(gòu)理解動(dòng)詞詞義這一猜想出現(xiàn)分歧。本研究旨在探索論元結(jié)構(gòu)在漢語(yǔ)普通話兒童動(dòng)詞理解中的實(shí)質(zhì)作用,同時(shí)揭示論元結(jié)構(gòu)習(xí)得過(guò)程的共同屬性和特殊因素。 本研究采用實(shí)驗(yàn)的方法,實(shí)驗(yàn)一測(cè)試了55名年齡在2；6—5；11漢語(yǔ)兒童對(duì)出現(xiàn)在有顯性賓語(yǔ)句子結(jié)構(gòu)(NVN結(jié)構(gòu))和賓語(yǔ)脫落的句子結(jié)構(gòu)(NV結(jié)構(gòu))中熟悉動(dòng)詞(包括及物和不及物動(dòng)詞)的理解。實(shí)驗(yàn)?zāi)康脑谟诳疾靸和欠駮?huì)利用論元結(jié)構(gòu)解讀這些同時(shí)出現(xiàn)在NVN結(jié)構(gòu)和NV結(jié)構(gòu)中的及物動(dòng)詞和不及物動(dòng)詞的意義。包括如下幾個(gè)問(wèn)題：論元結(jié)構(gòu)在兒童解讀出現(xiàn)在不同句法結(jié)構(gòu)中的及物動(dòng)詞和不及物動(dòng)詞的作用是否相同?論元結(jié)構(gòu)在不同年齡段的兒童動(dòng)詞解讀任務(wù)中是否存在不同的年齡效應(yīng)? 實(shí)驗(yàn)二測(cè)試這55名2；6—5；11漢語(yǔ)兒童對(duì)怪異的新動(dòng)詞的解讀。兒童能否會(huì)利用論元結(jié)構(gòu)解讀出現(xiàn)在NV結(jié)構(gòu)和NVN結(jié)構(gòu)中的新詞的意義,以及探討兒童在新詞解讀過(guò)程中的年齡效應(yīng)。 實(shí)驗(yàn)結(jié)果表明了年齡較小的漢語(yǔ)普通話兒童傾向于根據(jù)句中出現(xiàn)的論元數(shù)量解讀動(dòng)詞的含義。年齡較小的兒童傾向“結(jié)構(gòu)順從”,即嚴(yán)格根據(jù)句子結(jié)構(gòu)限制動(dòng)詞意義。年齡較大的兒童傾向“詞匯順從”,即根據(jù)動(dòng)詞的詞匯意義解讀句子的含義。 簡(jiǎn)而言之,句法結(jié)構(gòu)在動(dòng)詞解讀中發(fā)揮著重要的作用,但是這種效應(yīng)隨著兒童年齡的增長(zhǎng)而逐漸遞減。兒童根據(jù)句法結(jié)構(gòu)改變動(dòng)詞意義的傾向隨著年齡遞減的現(xiàn)象突顯了語(yǔ)言輸入頻率和語(yǔ)言學(xué)習(xí)機(jī)制之間的相互聯(lián)系,闡明了隨著年齡的增長(zhǎng)兒童逐漸固化詞匯意義的趨勢(shì)。
[Abstract]:Vocabulary understanding, especially verb understanding, is the focus of children's language acquisition. Around this emphasis, researchers have done a lot of research. The study of language acquisition under the framework of syntactic priming theory shows that syntactic structure plays an important role in the understanding of children's verbs. It is well known that there are a large number of empty argument structures in Chinese, especially the object exfoliative structure, which makes the number of arguments not the only clue to judge the understanding of children's verbs. The conjecture of children using syntactic structures to understand the meaning of verbs is divided. The purpose of this study is to explore the essential role of argument structure in the understanding of children's verbs in Chinese Putonghua, and to reveal the common attributes and special factors in the process of the acquisition of argument meta-structures. In this study, we used the experimental method. In the first experiment, 55 subjects aged between 2 and 5 were tested. 11 Chinese children's understanding of verbs (including transitive and intransitive verbs) in the sentence structure with explicit object (NVN structure) and the sentence structure with object falling off (NV structure). The purpose of the experiment is to investigate whether children can use argument structures to interpret the meanings of transitive verbs and intransitive verbs that appear in both NVN and NV structures. This includes the following questions: does the role of transitive verbs and intransitive verbs in children's interpretation of transitive verbs in different syntactic structures be the same? Does the argument meta-structure have different age effects in the task of interpreting children's verbs at different ages? Experiment 2 tested 55 Chinese children's interpretation of strange new verbs. Whether children can use argument structure to interpret the meaning of new words in NV structure and NVN structure, and to explore the age effect of children in the process of reading new words. The results show that the younger children tend to interpret the meaning of verbs according to the number of arguments in the sentence. Younger children tend to be structurally submissive, that is, to restrict the meaning of verbs strictly according to the sentence structure. Older children tend to "lexical obedience", that is, to interpret the meaning of a sentence according to the lexical meaning of a verb. In short, syntactic structure plays an important role in verb interpretation, but this effect gradually decreases with the age of children. The tendency of children to change verb meaning according to syntactic structure decreases with age, which highlights the interrelation between language input frequency and language learning mechanism, and clarifies the tendency of children gradually solidifying lexical meaning with age.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：H193.1

【共引文獻(xiàn)】

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本文編號(hào)：2244373