【摘要】：程度副詞是現(xiàn)代漢語(yǔ)副詞的一個(gè)小類(lèi)，其出現(xiàn)和使用頻率較高�？v觀現(xiàn)代漢語(yǔ)程度副詞的研究，主要集中在宏觀描寫(xiě)和微觀分析兩個(gè)方面。前者涉及程度副詞的性質(zhì)、范圍、分類(lèi)、句法功能等因素；后者則是對(duì)個(gè)別程度副詞所具有的個(gè)性特征進(jìn)行研究，或者通過(guò)比較顯示若干程度副詞的特征。本課題以模糊語(yǔ)義特征為核心來(lái)研究?jī)和潭雀痹~的習(xí)得，以引導(dǎo)兒童更好地習(xí)得程度副詞，并對(duì)對(duì)外漢語(yǔ)教學(xué)提供指導(dǎo)。 本課題以?xún)擅f(shuō)漢語(yǔ)兒童和兩名說(shuō)英語(yǔ)兒童為研究對(duì)象，參照朱德熙（1982）程度副詞分類(lèi)標(biāo)準(zhǔn)，結(jié)合長(zhǎng)期跟蹤調(diào)查所獲語(yǔ)料，對(duì)漢語(yǔ)程度副詞“好、太、很、這么、那么、真、最、老、可、還、更、非常、特別、蠻”等做研究。利用Brown語(yǔ)料庫(kù)語(yǔ)料，對(duì)英語(yǔ)程度副詞“so、very、too、little、pretty、almost、enough、only、 hardly、 just、 really”等做分析。對(duì)兩名說(shuō)漢語(yǔ)兒童ZHZ、 MHR（01;06;01-05;00;01）、兩名說(shuō)英語(yǔ)兒童ADA、SAR(02;00;01-05;00;01)程度副詞習(xí)得及使用情況進(jìn)行研究分析，通過(guò)對(duì)比研究，揭示英漢兒童程度副詞習(xí)得的異同，并對(duì)其原因進(jìn)行分析闡釋。 對(duì)ZHZ和MHR早期程度副詞的習(xí)得研究發(fā)現(xiàn)：較早習(xí)得的程度副詞是“好、太、很、這么、最”，，其中“好”的使用頻率最高，但書(shū)面常用程度副詞如“特別”、“非�！笔褂妙l率較低。對(duì)ADA和SAR的語(yǔ)料分析顯示：較早習(xí)得的程度副詞有very、too、just、only，其中too的使用頻率最高，習(xí)得書(shū)面常用程度副詞頻率較低，且存在個(gè)體差異。同時(shí)，男孩使用程度副詞的頻率高于女孩。結(jié)合模糊語(yǔ)義對(duì)兒童早期程度副詞的習(xí)得過(guò)程做分析，發(fā)現(xiàn)模糊語(yǔ)義與兒童程度副詞習(xí)得密切相關(guān)。 對(duì)兩名說(shuō)漢語(yǔ)兒童和兩名英語(yǔ)兒童早期程度副詞習(xí)得的對(duì)比研究分析表明：（1）兒童對(duì)各類(lèi)程度副詞的認(rèn)知經(jīng)歷了一個(gè)較長(zhǎng)的過(guò)程，兒童從兩歲左右開(kāi)始使用程度副詞，直到五歲左右才基本習(xí)得口語(yǔ)類(lèi)程度副詞，而書(shū)面類(lèi)程度副詞習(xí)得較少。（2）兒童程度副詞的習(xí)得存在關(guān)鍵期。3到4歲是兒童習(xí)得“好、太、很、這么、最”的飛躍期。（3）就習(xí)得順序和頻率而言，說(shuō)漢語(yǔ)兒童最早習(xí)得“好”，且出現(xiàn)頻率最高；說(shuō)英語(yǔ)兒童較早習(xí)得very、too，且使用頻率最高。兒童程度副詞的習(xí)得順序以及使用頻率與兒童認(rèn)知水平發(fā)展、語(yǔ)言輸入、語(yǔ)言的復(fù)雜程度等因素密切相關(guān)。
[Abstract]:Degree adverbs are a subclass of modern Chinese adverbs, which appear and use frequently. The study of degree adverbs in modern Chinese mainly focuses on macro description and micro analysis. The former involves the nature, scope, classification and syntactic function of degree adverbs, while the latter studies the personality characteristics of individual adverbs of degree, or shows the characteristics of adverbs of degree by comparison. This paper focuses on fuzzy semantic features to study the acquisition of children's degree adverbs in order to guide children to acquire degree adverbs better and provide guidance for teaching Chinese as a foreign language. This topic takes two Chinese speaking children and two English speaking children as the research object, referring to Zhu Dexi (1982) degree adverb classification standard, combined with the language data obtained from the long-term follow-up investigation, to the Chinese degree adverb "good, too, very, so, true," The most, old, can, still, more, very, special, quite "do the research." The Brown corpus is used to analyze the English degree adverb "so,very,too,little,pretty,almost,enough,only, hardly, just, really". For two Chinese-speaking children, ZHZ, MHR (01-06-01-05000001) and two English-speaking children ADA,SAR (022000001-050000); 01) the acquisition and use of degree adverbs are analyzed, and the similarities and differences in the acquisition of degree adverbs between English and Chinese children are revealed through a comparative study, and the reasons are analyzed and explained. The study on the acquisition of ZHZ and MHR's early degree adverbs found that the early acquired degree adverbs were "good, too, very, so", in which "good" was used most frequently, but written adverbs such as "special" were commonly used. "very" is used less frequently. The data analysis of ADA and SAR shows that the degree adverbs acquired earlier include very,too,just,only, in which too is the most frequently used, and the frequency of commonly used degree adverbs in acquisition is low, and there are individual differences. At the same time, boys use degree adverbs more frequently than girls. Based on the analysis of the acquisition process of children's early degree adverbs, it is found that fuzzy semantics is closely related to the acquisition of children's degree adverbs. A comparative study of the acquisition of early degree adverbs by two Chinese speaking children and two English children shows that: (1) Children's cognition of various degree adverbs has gone through a long process, and children have started to use degree adverbs from the age of about two years. It is not until about five years of age that spoken adverbs of degree are basically acquired, while those of written ones are acquired less. (2) there is a critical period in the acquisition of children's adverbs of degree. 3 to 4 years of age is the acquisition of "good, too, very, so," (3) in terms of the order and frequency of acquisition, the children who speak Chinese are the first to acquire "good", and the frequency of occurrence is the highest; English-speaking children acquire very,too, earlier and use it the most frequently. The acquisition order and frequency of children's degree adverbs are closely related to the development of children's cognitive level, language input, language complexity and so on.
【學(xué)位授予單位】：長(zhǎng)沙理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H319;H193.1

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