TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
汉语双及物结构式的儿童语言习得

汉语双及物结构式的儿童语言习得

 张云秋.
 2018.
 p. 334-356. 中文
汉语儿童语言习得.Ditransitive construction.Thụ đắc ngôn ngữ.Mandarin-speaking children.双及物结构式.Language acquisition.
Tác giả CN 张云秋.
Nhan đề 汉语双及物结构式的儿童语言习得 / 张云秋, 高亮, 王琛.
Thông tin xuất bản 2018.
Mô tả vật lý p. 334-356.
Tóm tắt This paper is a comprehensive investigation of the natural developmental process of Mandarin ditransitive constructions in early childhood. It is based on the analysis of longitudinal data from three Mandarin-speaking children aged less than 04; 06 years. It finds that the developmental sequence of children’s acquisition of ditransitive constructions starts with the "GEI" ditransitive construction, and is followed successively by several key stages of development. The exhaustive count and quanti... More
Tóm tắt 本文详尽考察了三名汉语儿童04;06岁前双及物结构式的历时发展过程,发现儿童双及物结构式的习得过程极为一致,都先从"给"字双及物结构式开始,并依次经历了独词、"给+R"和双及物结构式几个关键习得阶段。通过特定年龄段儿童产出数据和输入数据,我们发现输入的时量特征与产出的时序特征并非完全对应,用基于互动使用的频率特征对儿童该结构式的习得特征进行解释不够充分,而用生成语法的句法推导分析能较好解释三名儿童该结构式的习得过程,即"R"的标示语属性和"给+R+O"生成的多次移位是前者优先习得、后者延后习得的原因。不过,我们认为双及物结构式的习得特征不能用单一的理论来解释,先天因素、互动输入及认知功能因素都与句法结构的习得有关,其中历时发展过程遵从先天的蓝图,同时也规定了输入在何时起作用。儿童对双及物结构式的整体习得数据支持双及物结构式基于典型动词的概念投射基础生成的结论,也证明双及物结构式是一个原型范畴,给予义是该构式的典型意义。本文认为,四岁汉语儿童的双及物结构式在句法上已基本成熟,某些非现时域双及物结构式没有产出不是句法问题,而是生活经验所致。
Thuật ngữ chủ đề 汉语儿童
Từ khóa tự do 语言习得.
Từ khóa tự do Ditransitive construction.
Từ khóa tự do Thụ đắc ngôn ngữ.
Từ khóa tự do Mandarin-speaking children.
Từ khóa tự do 双及物结构式.
Từ khóa tự do Language acquisition.
Tác giả(bs) CN 王琛.
Tác giả(bs) CN 高亮.
Nguồn trích 当代语言学 = Contemporary Linguistics.- 2018/3 - Volume 20
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab#a2200000ui#4500
00154055
0022
0041A7A5BA2-6ACE-4BA7-AA0E-850A789E624C
005202007101105
008081223s2018 vm| vie
0091 0
035[ ] |a 1456377658
039[ ] |a 20241201161223 |b idtocn |c 20200710110552 |d huongnt |y 20190102092229 |z thuvt
041[0 ] |a chi
044[ ] |a ch
100[1 ] |a 张云秋.
245[1 0] |a 汉语双及物结构式的儿童语言习得 / |c 张云秋, 高亮, 王琛.
260[ ] |c 2018.
300[1 0] |a p. 334-356.
520[ ] |a This paper is a comprehensive investigation of the natural developmental process of Mandarin ditransitive constructions in early childhood. It is based on the analysis of longitudinal data from three Mandarin-speaking children aged less than 04; 06 years. It finds that the developmental sequence of children’s acquisition of ditransitive constructions starts with the "GEI" ditransitive construction, and is followed successively by several key stages of development. The exhaustive count and quanti... More
520[ ] |a 本文详尽考察了三名汉语儿童04;06岁前双及物结构式的历时发展过程,发现儿童双及物结构式的习得过程极为一致,都先从"给"字双及物结构式开始,并依次经历了独词、"给+R"和双及物结构式几个关键习得阶段。通过特定年龄段儿童产出数据和输入数据,我们发现输入的时量特征与产出的时序特征并非完全对应,用基于互动使用的频率特征对儿童该结构式的习得特征进行解释不够充分,而用生成语法的句法推导分析能较好解释三名儿童该结构式的习得过程,即"R"的标示语属性和"给+R+O"生成的多次移位是前者优先习得、后者延后习得的原因。不过,我们认为双及物结构式的习得特征不能用单一的理论来解释,先天因素、互动输入及认知功能因素都与句法结构的习得有关,其中历时发展过程遵从先天的蓝图,同时也规定了输入在何时起作用。儿童对双及物结构式的整体习得数据支持双及物结构式基于典型动词的概念投射基础生成的结论,也证明双及物结构式是一个原型范畴,给予义是该构式的典型意义。本文认为,四岁汉语儿童的双及物结构式在句法上已基本成熟,某些非现时域双及物结构式没有产出不是句法问题,而是生活经验所致。
650[0 0] |a 汉语儿童
653[0 ] |a 语言习得.
653[0 ] |a Ditransitive construction.
653[0 ] |a Thụ đắc ngôn ngữ.
653[0 ] |a Mandarin-speaking children.
653[0 ] |a 双及物结构式.
653[0 ] |a Language acquisition.
700[ ] |a 王琛.
700[ ] |a 高亮.
773[0 ] |t 当代语言学 = Contemporary Linguistics. |g 2018/3 - Volume 20
890[ ] |a 0 |b 0 |c 0 |d 0