《汉语儿童情态动词早期习得研究》PDF下载

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  • 作  者:杨贝著
  • 出 版 社:北京:科学出版社
  • 出版年份:2014
  • ISBN:9787030409669
  • 页数:207 页
图书介绍:本研究使用自然观察法,通过日记、录音和录像三种方式收集了一个孩子芊芊从1岁4个月到3岁3个月的自然语言产出的语料,旨在调查汉语情态动词的早期习得状况。研究表明:(1)汉语情态动词在儿童1岁8个月到2岁4个月之间逐渐习得,随着年龄的增长,情态句在儿童话语中所占的比例逐步增多;(2)认识情态不仅比动力情态和道义情态习得的晚,其使用频率也最低;(3)儿童话语中情态句的句法结构呈现从简单到复杂的发展趋势,这主要体现在句子类型的多元化,以及主语、谓语、宾语结构的多元化;(4)看护者的语言输入与儿童的习得过程呈现部分相关性;(5)汉语情态动词的早期习得部分与情态系统本身的复杂性有关;部分与儿童的心智发展有关;部分与成人的语言输入有关。

Chapter 1 Introduction 1

1.1 Research Orientation 1

1.2 Rationale 1

1.2.1 The Importance of Modal System 1

1.2.2 The Importance of Modal Acquisition in Child Language Research 2

1.2.3 The Deficiency of Previous Studies on Chinese Modal Acquisition 3

1.2.4 Summary 5

1.3 Scope 6

1.4 Organization of the Book 7

Chapter 2 Modal Acquisition 8

2.1 Modality 8

2.2 English Modal Auxiliaries 9

2.3 Chinese Modal Auxiliaries 10

2.3.1 Terms and Modal Forms Proposed by Chinese Linguists 10

2.3.2 The Syntactic Characteristics of Chinese Modals 12

2.3.3 The Semantic Characteristics of Chinese Modals 20

2.3.4 The Pragmatic Characteristics of Chinese Modals 36

2.4 The Acquisition of Modality 38

2.4.1 Previous Studies of Modal Acquisition in English and Other Languages 39

2.4.2 Previous Studies of Modal Acquisition in Chinese 53

2.5 Theoretical Accounts of Ll Modal Acquisition 56

2.5.1 Perkin’s Explanation 56

2.5.2 The Theory of Mind Hypothesis 57

2.5.3 Caregiver Input and Acquisition of Modality 60

2.5.4 A Converging Constraints Model 62

2.6 Research Questions 63

2.7 Summary 64

Chapter 3 Methodology 66

3.1 Case- study Methodology 66

3.1.1 Defining Case Study 66

3.1.2 Advantages and Disadvantages of Case Study 67

3.1.3 Justification for the Application of Case Study Method 70

3.2 The Subject and Settings 71

3.3 Data-collection Procedures 71

3.3.1 The Handwritten Diary 72

3.3.2 The Audio-recordings 73

3.3.3 The Video-recordings 74

3.4 Data Transcription and Analysis 74

Chapter 4 Features of Modals in the Child’s Data and in the Caregivers’ Data 81

4.1 The Acquisition of Modal Forms in the Child’s Data 81

4.1.1 The Emergence of Chinese Modal Forms in the Child’s Data 81

4.1.2 Distribution of Modal Forms in the Child’s Data Across Time Periods 90

4.1.3 Summary 94

4.2 The Acquisition of Semantics of Modals in the Child’s Data 95

4.2.1 The Semantic Category of Modals for the First Occurrence in the Child’s Data 95

4.2.2 Distribution of Semantic Categories of Modals in the Child’s Data Across Time Periods 98

4.2.3 Summary 113

4.3 The Acquisition of Syntactic Structures of Modal Utterances in the Child’s Data 114

4.3.1 Distribution of Syntactic Structures of Modal Utterances in the Child’s Data Across Time Periods 114

4.3.2 Sentence Types and Semantic Categories of Modals in the Child’s Data 121

4.3.3 Subjecthood and Semantic Categories of Modals in the Child’s Data 122

4.3.4 Summary 124

4.4 A Comparison of the Features of Modals in the Caregivers’ Data and in the Child’s Data Across Time Periods 125

4.4.1 Distribution of Modal Forms in the Caregivers’ Data and in the Child’s Data Across Time Periods 125

4.4.2 Distribution of Semantics of Modals in the Caregivers’ Data and in the Child’s Data Across Time Periods 130

4.4.3 Distribution of the Syntactic Structures of Modal Utterances in the Caregivers’ Data and in the Child’s Data Across Time Periods 147

4.4.4 Summary 154

Chapter 5 General Discussion 158

5.1 Summary of Major Findings 158

5.2 Discussion 159

References 164

Appendix The First Five Occurrences of Modals in the Child’s Data 176