焦点副词的早期语言习得  

The Study on Early Language Acquisition of Focus Adverbs

作　　者：范莉[1] 宋刚[2] 

机构地区：[1]北京林业大学外语学院.北京100083 [2]北京语言大学汉语进修学院,北京100083

出　　处：《华文教学与研究》2013年第1期19-28,86,共11页TCSOL Studies

基　　金：教育部人文社会科学研究一般项目“语用习得的实验研究:以等级隐涵与标记性焦点为切入点”(11YJC740024);北京语言大学青年自主科研支持计划资助项目(中央高校基本科研业务费专项资金资助)“博士科研启动基金项目”“普通话儿童动词论元结构的习得机制与发展模式”(11JBB030)

摘　　要：本研究基于大约1岁到2岁半的4名北京儿童、共计195次访问记录的语料,讨论了儿童对焦点副词("又、也、还、只、才、就")的习得。研究表明,焦点的词汇与句法标记发展不同步,副词是儿童早期标记焦点的最重要手段;添加性副词的习得情况要比限制性的好;部分焦点副词的辖域解读表现出主语或谓语倾向性;儿童对焦点副词的连用、焦点副词与其它逻辑词连用时在线性次序上的限制条件已表现出敏感;不同的儿童存在个体差异,但共性更为显著;成人用于标记焦点的副词并未都出现,表明焦点知识的发展是一个渐进的过程。Based on 195-session transcripts of the longitudinal data of four Mandarin-speaking children at the age rang- ing from one to two and half, this study documents children＇ s early acquisition of focus adverbs of you （ 又） , ye （也）, hai （还）, zhi （只）, cai （才） andjiu （就） . Before 2; 05, children begin to use morphological and grammatical devices to mark focus, among which the focus adverbs are fundamental. The additive adverbs are acquired earlier than the restrictive adverbs. The scope readings of some adverbs in the children＇ s spontaneous utterances are associated with the tendency of subject- or verb-orientation. The children at this age also show their sensitivity to the constraints on the linear arrangement between logical operators. There are individual differences among children, but the sim- ilarities are more significant. The fact that there is no focus adverb in adult＇ s data shows that the development of focus knowledge is progressive.

关 键 词：儿童早期语言习得 焦点 副词 

分 类 号：H193.1[语言文字—汉语] H042