普通话早期儿童“给”字句习得个案研究  

A Case Study of the Acquisition of ɡěi Sentences by a Putonghua Speaking Child

作　　者：邹立志[1] 

机构地区：[1]首都师范大学文学院

出　　处：《世界汉语教学》2012年第4期560-573,共14页Chinese Teaching in the World

基　　金：北京市"中青年骨干人才培养计划"项目(PHR201008053)资助

摘　　要：本文通过对一名1-4岁普通话儿童纵向语料的追踪,考察"给"字句的习得情况并探索其习得机制。文章考察了儿童原型双宾句"N1给N2N3"语序的建立、其相关句式的习得时序,还考察了汉语儿童四种"给"字句的习得时序(S3<S4<S2<S1)、四种复杂"给"字句的习得时间,成人语言输入与儿童语言产出频率的高度相关性等,认为儿童句式的习得是儿童在交际意图作用下,从"事件结构→语义结构→句法结构"层层促动的结果。句法习得是语用驱动的、基于范例的规则抽象。语言输入频率在习得中起重要作用,儿童从具体动词上升到抽象的题元结构,从一开始依动词为主过渡到以构式为主,逐步完成句法习得。Based on a longitudinal corpus of a Putonghua speaking child from her 12 months old to 48 months old, this paper studies the acquisition of Chinese gei（给） sentences and to ex- plore the acquisition mechanism. It examines not only the establishment of ＇ NI gei N2N3＇ order and the temporal acqtiisition order of related patterns of the prototypic sentences with double ob- jects, but also the temporal acquisition order of four types of gei sentences （ S3 〈 S4 〈S2 〈 S1 ） , the time of acquisition of four types complicated gei sentences and the high correlativity between adult input and the frequency of children＇ s output. It is argued in this paper that the acquisition of sentence patterns is the result of impelling structurally from event to meaning to syntax under the action of communicative motivations. Language input frequency plays an important role in the acquisition. Children＇ s acquisition goes through a process starting from specific verbs to abstract argument structures, shifting the focus from verbs to construction, thus, the acquisition of syntax is gradually completed.

关 键 词：儿童语言 “给”字句 习得 

分 类 号：H193.1[语言文字—汉语]