说汉语儿童早期量词发展个案研究  

Case Study on Early Chinese-speaking Children's Quantifier Development

作　　者：彭小红[1] 陈坤田 

机构地区：[1]长沙理工大学外国语学院,湖南长沙410004

出　　处：《湘南学院学报》2016年第3期75-78,111,共5页Journal of Xiangnan University

基　　金：湖南省教育科学"十二五"规划课题(XJK013BGD033)

摘　　要：运用个案跟踪调查法、数理统计法、文献资料法,对两名说汉语儿童1-4岁期间量词习得的情况进行研究,发现儿童早期量词的习得遵循一定的顺序:个体量词→临时量词→集合量词。并对儿童早期量词误用情况进行了分析,认为儿童认知水平的限制、泛化和量词借用失误是造成儿童量词误用的主要因素。The author tracks two Chinese-speaking children with different genders and observes their behavior in speaking from one to four years old based on the methods of case study, data analysis of statis-tics, literature consultation. The result shows that children＇s acquisition of quantifiers follows a certain se-quence：individual quantifier temporary quantifier collection quantifier. The author also analyses children ＇s early misuse of quantifiers, and concludes that children＇s cognitive level, over-generalization and misuse of borrowing quantifiers are the main factors contributing to children＇s misuse of quantifiers.

关 键 词：说汉语儿童 量词 个案研究 

分 类 号：H136[语言文字—汉语]