關(guān)于焦點(diǎn)小品詞“都”的語(yǔ)義以及語(yǔ)用的研究一直都是理論語(yǔ)言學(xué)界的一個(gè)熱門的話題。雖然針對(duì)“都”的語(yǔ)義爭(zhēng)紛這一話題目前無(wú)法得出一個(gè)定論,但是可以肯定的是“全程量化”解讀以及“等級(jí)含義”解讀是“都”的兩個(gè)主要的用法。以往的文獻(xiàn)中關(guān)于其“全程量化”解讀的習(xí)得研究總結(jié)出四歲的兒童基本都可以像成人一樣理解“都”的全程量化用法了。但是,在以往發(fā)表的文獻(xiàn)當(dāng)中,卻很少有關(guān)于“都”等級(jí)含義習(xí)得方面的研究�？偟膩�(lái)說(shuō),迄今為止,針對(duì)漢語(yǔ)學(xué)齡前兒童對(duì)“都”這個(gè)焦點(diǎn)小品詞的習(xí)得情況,至今仍然沒有一個(gè)比較全面的探討。本實(shí)驗(yàn)招募了來(lái)自廣州市兩所幼兒園（翰林幼兒園、格萊特幼兒園）的60名5-6歲的學(xué)齡前兒童作為實(shí)驗(yàn)組,分為四個(gè)小組,分別為四個(gè)實(shí)驗(yàn)的實(shí)驗(yàn)對(duì)象。同時(shí),本實(shí)驗(yàn)還招募了15名廣東外語(yǔ)外貿(mào)大學(xué)的非語(yǔ)言學(xué)專業(yè)的學(xué)生作為控制組。本實(shí)驗(yàn)總共包括了四個(gè)小實(shí)驗(yàn),第一個(gè)實(shí)驗(yàn)主要是測(cè)試兒童對(duì)于“都”的理解情況,第二個(gè)實(shí)驗(yàn)主要是測(cè)試兒童對(duì)于“都”的等級(jí)含義的敏感度是否會(huì)因?yàn)檎Z(yǔ)境中提供的有序選項(xiàng)集而有所提高。第三個(gè)實(shí)驗(yàn)主要是測(cè)試兒童對(duì)于“都”的等級(jí)含義的敏感度是否會(huì)因?yàn)椤斑B”的出現(xiàn)而有所提高。第四個(gè)實(shí)驗(yàn)則是作為實(shí)驗(yàn)二和實(shí)驗(yàn)三的一個(gè)... 

【文章來(lái)源】：廣東外語(yǔ)外貿(mào)大學(xué)廣東省

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Rationale of the study
    1.3 Research Questions
    1.4 Structure of the study
CHAPTER TWO REVIEW OF LITERATURE
    2.1 The semantics of dou
        2.1.1 Traditional characterizations of the semantics of dou
        2.1.2 Universal quantification and scalar meaning
        2.1.3 Scalar additive particles —— even & dou
        2.1.4 Lian...dou...structure
    2.2 Previous acquisition studies on dou
        2.2.1 Data of children’s spontaneous speech with dou
        2.2.2 Experimental data from comprehension-based tests
    2.3 Previous studies on children’s acquisition of even’s other counterparts
    2.4 Theoretic accounts for children’s insensitivity to scalar meaning
        2.4.1 Pragmatic Delay Hypothesis & Pragmatic Tolerance Hypothesis
        2.4.2 Relevance Theoretic Account & Processing Limitation Hypothesis
    2.5 Limitations of previous studies
    2.6 Summary
CHAPTER THREE METHODOLOGY
    3.1 Experiment One
        3.1.1 Predictions and methods
        3.1.2 Participants
        3.1.3 Materials
        3.1.4 Results
    3.2 Experiment Two
        3.2.1 Methods and predictions
        3.2.2 Participants
        3.2.3 Materials
        3.2.4 Results
    3.3 Experiment Three
        3.3.1 Methods and predictions
        3.3.2 Participants
        3.3.3 Materials
        3.3.4 Results
    3.4 Experiment Four
        3.4.1 Methods and predictions
        3.4.2 Participants
        3.4.3 Material
        3.4.4 Results
    3.5 Summary
CHAPTER FOUR GENERAL DISCUSSION
    4.1 Methodological Differences
    4.2 Preschool children’s knowledge of dou’s scalar reading
        4.2.1 Construction of an ordered alternative set
        4.2.2 Acquisition of prerequisite knowledge about the scalar reading
    4.3 Semantic controversies over dou
        4.3.1 Semantic core
        4.3.2 Focus maker lian
CHAPTER FIVE CONCLUSION
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C



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