子集原則是關(guān)于可學(xué)性問(wèn)題的原則,這一原則為習(xí)得者提供關(guān)于語(yǔ)言結(jié)構(gòu)假想的順序程序。語(yǔ)義學(xué)的習(xí)得領(lǐng)域研究認(rèn)為語(yǔ)義習(xí)得中同樣存在語(yǔ)義子集問(wèn)題,那么語(yǔ)義子集原則可用來(lái)解決這個(gè)問(wèn)題。在語(yǔ)言環(huán)境中的正面證據(jù)的影響下,兒童可以成功整合至目標(biāo)語(yǔ)法,從而避免語(yǔ)義子集問(wèn)題。前人的研究表明在英語(yǔ)、日語(yǔ)、意大利語(yǔ)和土耳其語(yǔ)中存在語(yǔ)義子集原則。本文受Crain et al. （1994）研究的啟發(fā),本論文主要研究中國(guó)兒童對(duì)特定一種對(duì)成人有歧義的句子的理解情況,這種測(cè)試句中含有限制焦點(diǎn)“就”和替代詞“一個(gè)”的相互對(duì)應(yīng)關(guān)系問(wèn)題,針對(duì)這種句子,兒童趨向于選擇子集理解,而成人傾向于父集解讀（亦可譯作“超集”）。本研究采用真值判斷法,測(cè)試35個(gè)漢語(yǔ)兒童；針對(duì)成人組,采用了不同的實(shí)驗(yàn)方法,有零語(yǔ)境下的問(wèn)卷法,圖片甄別法和問(wèn)答法。實(shí)驗(yàn)結(jié)果表明,兒童對(duì)于含有“就”和替代詞“一個(gè)”互動(dòng)關(guān)系的歧義句的理解是選擇子集解讀的,而成人傾向父集解讀,于是兒童的解讀與成人的解讀形成了子-父集關(guān)系。本文的實(shí)驗(yàn)結(jié)果與語(yǔ)義子集原則相一致。針對(duì)兒童的實(shí)驗(yàn)采取了與Crain et al. （1994）類似的方法。但是在此基礎(chǔ)上,做出了進(jìn)一步的深化�；�... 

【文章來(lái)源】：天津師范大學(xué)天津市

【文章頁(yè)數(shù)】：66 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgments
Chapter One Introduction
    1.1 Theoretical Background
        1.1.1 Learnability and Subset Principle
        1.1.2 Semantic Subset Principle
    1.2 The Purpose and Organization of this Thesis
Chapter Two Literature Review
    2.1 Semantic Subset Principle in the Acquisition of Scope
        2.1.1 Musolino(1998)
        2.1.2 Goro(2004)
        2.1.3 Ozcelik(2009)
        2.1.4 Moscati(2007)and Gualmin & Moscati(2009)
    2.2 The Interaction of Only and One Substitution
    2.3 Summary
Chapter Three Methodology
    3.1 The Truth Value Judgment Task
        3.1.1 Truth Value Judgment Task in General
        3.1.2 Truth Value Judgment Task under the Framework of Modularity Matching Model
    3.2 Other Methods for the Adults' Group
Chapter Four Experimental Design
    4.1 Hypothesis
    4.2 Subjects
    4.3 Items
    4.4 Procedures for Adult Control Experiment
    4.5 Procedures for the Children's Experiments
        4.5.1 Experiment One
        4.5.2 Experiment Two
    4.6 Data Collection
Chapter Five Results and Discussion
    5.1 Results
    5.2 Discussion
Chapter Six Conclusions
    6.1 Conclusions
    6.2 Limitations and Suggestions for Further Study
Appendix One
Appendix Two
References



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