關(guān)于焦點小品詞“都”的語義以及語用的研究一直都是理論語言學(xué)界的一個熱門的話題。雖然針對“都”的語義爭紛這一話題目前無法得出一個定論,但是可以肯定的是“全程量化”解讀以及“等級含義”解讀是“都”的兩個主要的用法。以往的文獻中關(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)表的文獻當(dāng)中,卻很少有關(guān)于“都”等級含義習(xí)得方面的研究�？偟膩碚f,迄今為止,針對漢語學(xué)齡前兒童對“都”這個焦點小品詞的習(xí)得情況,至今仍然沒有一個比較全面的探討。本實驗招募了來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)齡前兒童作為實驗組,分為四個小組,分別為四個實驗的實驗對象。同時,本實驗還招募了15名廣東外語外貿(mào)大學(xué)的非語言學(xué)專業(yè)的學(xué)生作為控制組。本實驗總共包括了四個小實驗,第一個實驗主要是測試兒童對于“都”的理解情況,第二個實驗主要是測試兒童對于“都”的等級含義的敏感度是否會因為語境中提供的有序選項集而有所提高。第三個實驗主要是測試兒童對于“都”的等級含義的敏感度是否會因為“連”的出現(xiàn)而有所提高。第四個實驗則是作為實驗二和實驗三的一個... 

【文章來源】：廣東外語外貿(mào)大學(xué)廣東省

【文章頁數(shù)】：82 頁

【學(xué)位級別】：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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