汉语儿童wh-词“谁”的习得规律研究  

Acquisition of wh-word shei by Chinese Children

作　　者：何洪霞 HE Hongxia(School of Tourism and Media,Chongqing Jiaotong University,Chongqing 400074,China;MOE National and Regional Studies Center·Benin Research Center,Chongqing Jiaotong University,Chongqing 400074,China)

机构地区：[1]重庆交通大学旅游与传媒学院,重庆400074 [2]重庆交通大学教育部国别与区域研究中心·贝宁研究中心,重庆400074

出　　处：《重庆交通大学学报（社会科学版）》2024年第4期111-120,共10页Journal of Chongqing Jiaotong University:Social Sciences Edition

基　　金：国家社会科学基金重点项目“中国学前儿童语料库建设及运作研究”(19AYY010);教育部中外语言交流合作中心“越南大学生汉语回指习得研究”(22YH58D)。

摘　　要：使用个案追踪法调查汉语儿童wh-词“谁”的历时习得情况。汉语儿童wh-词“谁”疑问用法习得时间早于非疑问用法,“谁”习得顺序为疑问(1;04)→虚指(2;04)→全指(2;06)→反问(3;01)。汉语儿童wh-词“谁”疑问用法使用频次高于非疑问用法,使用频次由高到低为疑问>全指>反问>虚指。“谁-虚指”习得时间与使用频次并不匹配,其特点为“习得早,使用少”;“谁-全指”内部分项中的“多项wh-词”习得时间与使用频次同样存在不匹配现象,具体表现为“习得晚,使用多”。无论是疑问用法还是非疑问用法,“谁”所占句法位置的习得时间与使用频次均表现为主语位→宾语位→定语位的扩散特征。语言标记性、可及性等级、任务复杂度及学习者个体差异等因素是造成上述习得表现的主要原因。This paper has investigated a Chinese children s acquisition of wh-word shei by case-tracking method.The research results show:(1)children acquire the interrogative of wh-word shei earlier than non-interrogative,and the developing characteristics are as follows:interrogative(1;04)→existential(2;04)→universal(2;06)→rhetorical(3;01);(2)children use the interrogative of wh-word shei more than non-interrogative,and the frequency is as follows:interrogative>universal>rhetorical>existentia;(3)the acquisition time and usage frequency of shei-existential are contradictory,namely,it is earlier acquired but rarely used.While the case of shei-universal-pair wh-word demonstrates the opposite tendency.It is acquired later but used more;(4)the position of shei in sentences developed from subject to object,then the attributive.Chinese children s acquisition of shei is mostly shaped by language markedness,accessibility levels and task complexity.

关 键 词：汉语儿童 wh-词 疑问 非疑问 纵向研究 

分 类 号：H193.1[语言文字—汉语]