儿童成长早期评价意义的个案研究  

Evaluation in Early Childhood: A case study

作　　者：朱永生[1,2] 朱莉莉[3] 

机构地区：[1]杭州师范大学,浙江杭州311121 [2]复旦大学,上海200433 [3]上海外国语大学贤达学院,上海200083

出　　处：《山东外语教学》2016年第2期22-27,共6页Shandong Foreign Language Teaching

摘　　要：从20世纪90年代初开始,J.R.Martin及其支持者从词汇层入手研究话语活动成果中交际者个人表达的评价意义,并创建了评价理论,拓展和丰富了Halliday的人际功能理论。然而,迄今为止的相关论著很少涉及儿童语言中的评价意义,给人造成的错觉是评价意义只出现在成人语言交际过程之中。本文将通过个案研究探索儿童在人生早期是如何表达评价意义的,并获得三点发现:1)评价意义起始于婴儿的原型语言阶段,体现形式主要是对周围事物的本能反应,包括声音、表情和动作等;2)附属语言在原型语言阶段中后期便已出现,并非Cléirigh所说的起始于成人语言阶段;3)处于过渡阶段的儿童已经建立了初步的评价系统。总的结论是评价意义的产生和使用是与儿童的整体语言发展同步进行的。Since 1990s, J.R. Martin and his supporters have made a lot of efforts to explore the evaluative functions of lexis and set up the Appraisal Theory, which has enriched Halliday＇ s metafunction theory. However,few of the publications have touched upon the evaluative meaning in the early stages of child lan- guage development, which seems to imply that evaluation can be found in adult language only. This paper attempts to find out how appraisal system is set up in early childhood by conducting a case study and ends up with three findings： ! ） Evaluation begins in the protolanguage stage by way of the child＇ s instinctive reactions such as sound variation, facial expressions and body movements; 2） Epi-language begins in the later part of protolanguage stage; and 3） The child at the end of his transition stage has already set up his own evaluation system. The overall conclusion is that the evaluative meaning and the child language as a whole develop almost synchronically.

关 键 词：评价意义 儿童语言发展 原型语言阶段 过渡阶段 个案研究 

分 类 号：H03[语言文字—语言学]