论普通话儿童言语中早期名词短语的指称和非指称使用.pdf

湖南大学 硕士学位论文 论普通话儿童言语中早期名词短语的指称和非指称使用 姓名：胡亚娟 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：李行德 20070401 硕士学位论文 Ⅰ 摘摘 要要 此研究主要调查研究普通话儿童言语中早期名词短语指称和非指称使用， 旨在探索 儿童语言获得中名词短语的形式和其语义功能之间的对应关系 本论文主要从以下五大部分进行阐析： 第一章是引言首先简要地介绍指称性在人类认知和语言领域中的重要意义 接着，介绍前人在研究印欧语系和汉语儿童指称系统的获得方面所取得的成绩，并 指出它们之间存在的分歧例如: Brown 在 1973 年的研究结果表明，英语儿童在语言 发展的早期就能很好地区分由冠词所体现的这组语义概念：实指和虚指然而，以 karmiloff-Smith (1979) 为代表的实验研究表明，法语儿童直到八岁，才能完全地掌 握实指和虚指的语义区分关于汉语方面的研究，Min 在 1994 年对五个来自北京的说 普通话儿童的指称表达法的发展进行了研究，得出的结果在某种程度上支持了 Brown (1973) 的发现 第二章，主要介绍本研究的理论背景，以便为后面的数据分析构建起一致的理论框 架。

它包括与指称性相关的重要概念，像指称表达法的概念, 实指和虚指的概念，以及 定指和不定指的概念接着以陈平(1987)的理论研究为基础，对汉语指称系统的特点进 行概括性地描述最后，对前人针对不同语言背景的儿童指称系统的研究发现做回顾和 总结虽然前人的研究为语言获得领域做出了贡献，但也存在着一定的缺陷，从而得出 目前的研究的意义 第三章，扼要地介绍本研究的方法论，包括研究对象，数据的收集和记录等方面 本研究语料主要截取每个儿童从 1 岁 5 个月左右到 2 岁 2 个月左右的 34 个影音文件 每个影音文件的时间为一个小时在分析时，影音文件中儿童使用名词短语的语境，所 伴随的手势或动作以及大人的回应都做了仔细地观察和记录基于以上的记录和分析， 本文得出了一套如何判断论元和谓语以及实指和虚指的适用标准 第四章是本论文的核心部分，包括此研究的重要发现通过对这两名普通话儿童 言语早期名词短语的内部结构,发展顺序， 它们和动词的相对位置 以及名词短语指称和 非指称的使用的详细地描述分析，本研究最后得出,普通话儿童很早（在 2 岁 2 个月左 右） 就对指称和非指称这个语义区别如何反映在名词短语的形式，有了初步地掌握。

同时, 这两名普通话儿童在 2 岁 2 个月左右已初步表现出对语序的敏感性由此,可以 看出, 儿童从句法获得的最早阶段, 他们的言语中名词短语的发展存在着某种形式和语 论普通话儿童言语中早期名词短语的指称和非指称使用 Ⅱ 义功能的对应关系 关键词： 名词短语；(非)指称；(非)实指；儿童语言 硕士学位论文 Ⅲ Abstract The present study is to explore the (non)referential use of nominals in early Mandarin child with a particular focus on the correlation between nominal forms and their functions. The longitudinal study was carried out to investigate the acquisition of nominals by two young Mandarin-speaking children before two and a half years old. The paper mainly consists of five chapters. Chapter One gives an introduction. It first introduces the significance of referentiality in human language and cognition. Then previous studies are reviewed on the acquisition of referring expressions with a particular focus on the semantic distinction between specific and nonspecific reference. Two divergent views have been proposed on the issue. Some such as Brown (1973) argues for the availability of the semantic distinction between specific and nonspecific reference on very early stage of English-speaking child language development. However, other researchers (notably Karmiloff-Smith, 1979) argue that French-speaking children do not acquire such a semantic distinction until eight years old. Besides, several studies such as Min (1994) have also been conducted to investigate how young children acquire the Chinese referential system The results of Mins (1994) study support Brown s (1973) findings. Chapter Two provides the theoretical background of the present study. Some key concepts related to referentiality are first introduced including the semantic concepts of referring expression, specific versus nonspecific and definiteness versus indefiniteness. Then, a detailed description of the characteristics of Chinese referentiality is provided mainly based on Chen Pings (1987) study. Finally, an overview of the previous studies on the acquisition of language-specific referential systems is presented. Chapter Three concerns the methodology of the present study consisting of subjects, data collection and data coding. Two subjects are investigated with the age range from 1;05 to 2;03 . Based on detailed video contextual information, a set of working criteria are employed for data analysis to judge whether an NP is a predicate or an argument. Chapter Four is the most important part of the thesis. The development of nonreferential predicate nominals and referential NP arguments in the speech of the two subjects are 论普通话儿童言语中早期名词短语的指称和非指称使用 Ⅳ described and analyzed in detail in terms of their internal structures, the order of acquisition and their syntactic positions with respect to verb. In addition, NP arguments used for specific or nonspecific reference are also examined. Based on the findings of the previous chapter, the conclusion of the present study is drawn in the final part, consisting of two points: First, the two Mandarin-speaking children have acquired some aspects of referential and nonreferential uses of nominals on the very early stage. To be specific, the children have the primitive knowledge of the semantic distinction between specific and nonspecific reference earlier (before two and a half years old). Second, the two Mandarin-speaking children have showed some sensitivity to word order in terms of NP types with regard to verb very early although they have not yet acquired the pragmatic distinction between definiteness and indefiniteness. Key Words: Noun phrase; (Non)referential; (Non)specific ; Child language 硕士学位论文 Ⅴ Index to Figures Figure 4.0 Types of predicate nominal forms in multi-word utterances of both children < across all sessions…………………………………………………………..…28 Figure 4.1 The total number of predicate nominals (tokens) in multi-word utterances of both children a。