普通话儿童早期句法习得的标记性解读  

Markedness and Linguistic Developmental Route——A Study from the Perspective of Child Early Language Acquisition

作　　者：宋刚[1] 

机构地区：[1]北京语言大学汉语进修学院,北京100083

出　　处：《贵州师范大学学报（社会科学版）》2013年第6期129-136,共8页Journal of Guizhou Normal University(Social Sciences)

基　　金：北京语言大学青年自主科研支持计划资助项目;博士科研启动基金项目;中央高校基本科研业务费专项资金"普通话儿童动词论元结构的习得机制与发展模式"(11JBB030);国家社会科学基金一般项目"动词论元结构的儿童习得"(13BYY068)的资助

摘　　要：基于1-2.5岁儿童语料,通过反映形态、句法、语义知识发展的动词重叠形式与句法框架习得情况的分析,本研究论证语言项目的标记性和语言习得的起点与发展途径的关联性,即,如果同一范畴的语言项目间存在显著性上的差异,那么具有无标记性的成分最先习得,具有标记性的成分较晚习得;此外,语言成长的过程是从这一范畴核心部分的无标记性结构开始,逐步向边缘部分的标记性结构发展。The article reports the data on the early acquisition of reduplicative forms of verbs and syntactic frames from three Man- darin - speaking children from one to two years and a half of age in order to verify the positive correlation between the markedness of language items and their acquisition order. As the data clearly show, the more unmarked an element is, the earlier it emerges in child language. Moreover, if the diversity of markedness exists among the elements in a category, the linguistic developmental route manifests itself as a process of diffusion, which starts from the unmarked, constructing a core of the knowledge about the category, and then steadily develops towards the marked.

关 键 词：标记性 儿童语言习得 动词重叠形式 句法框架 

分 类 号：H109.4[语言文字—汉语]