上海儿童的上海话音系习得

【作者】 杨蓓；

【导师】 游汝杰；

【作者基本信息】 复旦大学 ， 汉语言文字学， 2003， 博士

【摘要】 在过去的十年中，英语、广东话等一些语言的音系习得研究取得了巨大的进展。但是对于儿童以上海话为第一语言的音系习得的研究相对来说却很少。本研究的目的在于描述117个上海儿童习得上海过程中出现的音系错误模式，并探究音段习得年龄、音系单位习得的顺序以及音系处理。传统音韵学和非线性音系学，这两种主要的方法在本研究中得以应用。基于这两种理论框架，我们设计了一套上海话音系结构模式。一方面，音系是由不同的音系层次构成的。这些层次包括：词层、音节层、音韵层、骨架层和音段层。另一方面，特征构架模型被用来描述上海话的每个音段。借助上海话的音系模型，我们从三个方面分析了上海话音系习得：区别性特征、音系单位和词层。首先，在音段层，数据显示出1；0-2；6这个年龄段是习得的关键期。根据90％的标准，我们确定了音段习得的顺序，又用75％的标准比较了上海话习得和其它语言习得的异同。同时，作者得到一个描述特征习得发展过程的特征构架模型。此外，作者推导了儿童掌握发音部位顺序的缺省规则。在统计的基础上定义了上海话音系中非标记性偶值特征。此外，作者根据习得数据的统计规律归纳出一套上海话音段习得的实用规则与等级。然后，我们研究了音系单位的习得。通过对各音系层错误的归纳和统计，比较各音系层的错误率，我们得到以下的结论：1) 词层与其它音系层的习得有着很大的不同。音系单位的习得顺序为：音段>音节>音韵单位>CV位>词。2) 韵母的习得早于1：6，在整个音系系统中占有非常重要的地位。元音性音系单位的习得比辅音性音系单位的习得要容易；在整个音系结构中，前者比后者要重要。此后，我们研究了词层的同化错误、叠音词和连读变调。作者分析了同化的方向和它出现的环境，得出以下结论：声母的同化为顺同化，而韵母的同化为逆同化。不同年龄儿童使用的错误的叠音词形式也在本文中详细描述。另外，我们使用语音实验的方法分析连读变调习得过程中出现的变调形式。结果显示在习得过程中，儿童使用两种变调形式，其中一种形式在他们完成习得后会逐渐消失。基于上述研究，作者归纳了词层音系结构心理构建的特点，同时得出结论认为对称形式是从音节习得到词的习得的过渡形式。在论文最后，我们还讨论了研究成果的应用。更多还原

【Abstract】 Over the past decade, tremendous progress has been made towards the development of phonological acquisition in some languages, such as English, Cantonese. However, little is known about the acquisition of phonology by children learning the Shanghai dialect as their first language. The purpose of this dissertation is to provide a preliminary description of phonological error patterns used by 117 Shanghaiese-speaking children, and explore the age of segmental acquisition, the order of acquiring phonological units and phonological processes.Two major approaches, traditional phonology and nonlinear phonology, have been applied to the study. We design a phonological model of the Shanghai dialect based on the above frameworks. On the one hand, there are hierarchically organized levels of phonological tiers: word tier, syllable tier, onset-rime tier, skeletal tier and segmental tier. On the other hand, a model of feature geometry is adopted to describe each segment of the Shanghai phonology. Based on the phonological model of the Shanghai dialect, we analyze three aspects of phonological acquisition: distinctive features, phonological units and word tier.Firstly, at the segmental tier, data reveals that age from 1;6 to 2;6 is the key period of phonological acquisition. According to 90% criterion, the order of segmental acquisition is identified. Data on 75% of the groups are also presented for comparison with other language studies. At the same time, the author obtains a feature geometry of acquisition that describes the developmental process in feature acquisition. Moreover, the author studies the default rules on the development of places of articulation children mastered. Based on the statistic study on children’s segmental acquisition, the author defines unmarked features in the Shanghai phonology as well. In addition, according to experimental data, the author concludes a set of practical rules and ranking relevant to segmental acquisition of the Shanghai dialect.Then, we study the acquisition of phonological units. After statistic study and comparison, the author draws the following conclusions: 1) There are great difference between word tier and other tiers. The acquisition order of phonological units is: segment > syllable > onset-rime > CV > word. 2) Children had known the existence of rime unit by 1;6. It is easier for children to acquire the phonological units relevant to vowels than thoserelevant to consonants.Later, assimilation, geminate word and tone sandhi are studied at the word tier. The author analyzes the direction of assimilation and its context, concludes that assimilation of initials is progressive, while that of finals is regressive. The error patterns of geminate word used by children of different ages are described as well. In addition, the approach of phonetic experiment is applied to analyze developmental patterns of tome sandhi. Results indicate that children use two kinds of patterns of tone sandhi during their acquisition, while one kind will disappear after they complete the acquisition of tone sandhi. Based on the above studies, the author summarizes the nature of psychological construction relevant to phonological structure at the word tier, and concludes that a symmetrical pattern is a transitional one from syllable acquisition to word acquisition.Implications of these findings are discussed at the end of the dissertation.更多还原