世界汉语教学
世界漢語教學
세계한어교학
Chinese Teaching in the World
2012年
4期
560~573
,共null页
儿童语言 “给”字句 习得
兒童語言 “給”字句 習得
인동어언 “급”자구 습득
children＇ s language, the gei sentence, acquisition
本文通过对一名1-4岁普通话儿童纵向语料的追踪，考察“给”字句的习得情况并探索其习得机制。文章考察了儿童原型双宾句“NI给N2N3”语序的建正、其相关句式的习得时序，还考察了汉语儿奄四种“给”字句的习得时序（s3〈s4〈s2〈S1），四种复杂“给”字句的习得时间，成人语言输入与儿童语言产出频率的高度相关性等，认为儿童句式的习得是儿童在交际意图作用下，从“事件结构→语义结构→句法结构”层层促动的结果。句法习得是语用驱动的、基于范例的规则抽象。语言输入频率在习得中起重要作用，儿童从具体动词上升到抽象的题元结构，从一开始依动词为主过渡到以构式为主，逐步完成句法习得。
本文通過對一名1-4歲普通話兒童縱嚮語料的追蹤，攷察“給”字句的習得情況併探索其習得機製。文章攷察瞭兒童原型雙賓句“NI給N2N3”語序的建正、其相關句式的習得時序，還攷察瞭漢語兒奄四種“給”字句的習得時序（s3〈s4〈s2〈S1），四種複雜“給”字句的習得時間，成人語言輸入與兒童語言產齣頻率的高度相關性等，認為兒童句式的習得是兒童在交際意圖作用下，從“事件結構→語義結構→句法結構”層層促動的結果。句法習得是語用驅動的、基于範例的規則抽象。語言輸入頻率在習得中起重要作用，兒童從具體動詞上升到抽象的題元結構，從一開始依動詞為主過渡到以構式為主，逐步完成句法習得。
본문통과대일명1-4세보통화인동종향어료적추종，고찰“급”자구적습득정황병탐색기습득궤제。문장고찰료인동원형쌍빈구“NI급N2N3”어서적건정、기상관구식적습득시서，환고찰료한어인엄사충“급”자구적습득시서（s3〈s4〈s2〈S1），사충복잡“급”자구적습득시간，성인어언수입여인동어언산출빈솔적고도상관성등，인위인동구식적습득시인동재교제의도작용하，종“사건결구→어의결구→구법결구”층층촉동적결과。구법습득시어용구동적、기우범례적규칙추상。어언수입빈솔재습득중기중요작용，인동종구체동사상승도추상적제원결구，종일개시의동사위주과도도이구식위주，축보완성구법습득。
Based on a longitudinal corpus of a Putonghua speaking child from her 12 months old to 48 months old, this paper studies the acquisition of Chinese gei（给） sentences and to ex- plore the acquisition mechanism. It examines not only the establishment of ＇ NI gei N2N3＇ order and the temporal acqtiisition order of related patterns of the prototypic sentences with double ob- jects, but also the temporal acquisition order of four types of gei sentences （ S3 〈 S4 〈S2 〈 S1 ） , the time of acquisition of four types complicated gei sentences and the high correlativity between adult input and the frequency of children＇ s output. It is argued in this paper that the acquisition of sentence patterns is the result of impelling structurally from event to meaning to syntax under the action of communicative motivations. Language input frequency plays an important role in the acquisition. Children＇ s acquisition goes through a process starting from specific verbs to abstract argument structures, shifting the focus from verbs to construction, thus, the acquisition of syntax is gradually completed.
