【作者】 陈丽萍；

【导师】 路继伦；

【作者基本信息】 天津师范大学 ， 外国语言学及应用语言学， 2012， 硕士

【摘要】 本研究的主要内容是汉语普通话儿童疑问句习得顺序的个案研究。作者通过要求作者表妹即受试者的妈妈对一个名叫赵一诺的汉语儿童进行跟踪录音,每周一次,每次半小时,时间从她一岁三个月到两岁三个月,她妈妈每周将录音发给作者,由作者对其整理记录,并对她的自发疑问句进行了研究,期望得出她的汉语普通话疑问句习得顺序。目前国内的相关研究比较少见,个案研究更是少见。此研究的目的是发现汉语普通话儿童疑问句习得顺序。该研究对于研究儿童语言习得过程有重要意义。通过对实验数据整理分析,作者发现普通话儿童疑问句习得先后顺序是：“什么”问句、“哪个”问句,“谁”问句、“哪里”问句、“谁的”问句、“多少”问句、“怎样”问句、“为什么”问句、“什么时候”问句,这一发现跟其他语言,如英语、泰米尔语、波斯语、粤语等语言的相关研究结果是相一致的。关于这一习得顺序的原因，有好多种解释。比如Ervin-Tripp et al(1970)认为这种习得顺序是由于认知复杂性和句法复杂性以及疑问词的句法地位复杂性来决定的；Bloom et al(1933)认为这是由于疑问词的句法功能、疑问句中所选动词以及疑问句的应用造成的疑问句习得顺序不同；Smith M(1933)认为这是由性别、年龄和情景造成的；陈敏(2008)认为这是由于语言输入造成的。鉴于此,作者认为,普遍语法原则决定了儿童对疑问句的习得顺序而非语科的多寡。论文最后,作者就其分析给出了一些解释,以便给未来的研究者以参考。更多还原

【Abstract】 The research focuses on a case study of a mandarin-speaking child’s acquisition order of wh-questions. The author asked her sister in law to record a mandarin-speaking child named Zhao Yinuo, whose records were done once a week, and half an hour every time. Zhao Yinuo was recorded from1;3years old to2;3years old. Then the audio files were sent to the author by her mother. The author transcribed the data and did analysis, expecting to find her acquisition order of wh-questions.6,000sentences were recorded totally.Nowadays relevant study in China was seldom founded, especially case studies. The aim of our study is to find acquisition order of wh-questions for mandarin-speaking child, which means a lot for the study of the process of child’s language acquisition. According to our analysis, the author found that the order of mandarin-speaking child’s acquisition of wh-questions is:"what" questions,"which" questions,"who" questions,"where" questions,"whose" questions,"how many" questions,"how" questions,"why" questions and "when" questions. This finding is consistent with other studies in other languages.There exist many kinds of explanations about this kind of acquisition order. For example, Ervin-Tripp et al (1970) holds that this kind of acquisition order is determind by acquisition complexity, syntactic complexity and syntactic function of wh-words in wh-questions. Bloom et al (1933) observed that it is syntactic function of wh-words, the selected verbs in wh-questions and the uses of wh-questions that determine the order. Smith M (1933) thinks that the order is determined by sex, age and situation. Chen Min (2008) holds that it is the result of language input.Upon the explanations mentioned above, the author explained it from the point view of universal grammar other than the amount of language input.In the end of this paper, some explanations were proposed for further study.更多还原