华文教学与研究
華文教學與研究
화문교학여연구
2013年
1期
10~18
,共null页
曾涛 李慧 李珂 何晓炜
曾濤 李慧 李珂 何曉煒
증도 리혜 리가 하효위
汉语 特殊语言障碍 儿童 “把”字句 习得
漢語 特殊語言障礙 兒童 “把”字句 習得
한어 특수어언장애 인동 “파”자구 습득
Mandarin Chinese ; Specific Language Impairment ; children ; ba （把） -Construction ; acquisition
本研究通过考察正常儿童和特殊语言障碍（Specific Language Impairment，简称SLI）儿童“把”字句的习得情况发现，汉语普通话SLI儿童在习得“把”字句中存在语法缺损现象，具体表现为：（1）汉语SLI儿童在“把”字句产出、理解和模仿方面都不如年龄相当组儿童（Typically—Developing Age Matched Children，简称TDA），但与语言能力相当组儿童（Typically-Developing Younger Children，简称TDY）之间没有显著性差异。（2）在三类不同述补结构的“把”字句产出、理解以及模仿方面，SLI儿童表现最好的是带结果补语的“把”字句，其次是趋向补语和处所补语，然而SLA儿童整体上的表现都不如TDA儿童。（3）在“把”字句中施事和受事的产出和理解上，TDA儿童表现得最好，其次是TDY和SLI儿童。
本研究通過攷察正常兒童和特殊語言障礙（Specific Language Impairment，簡稱SLI）兒童“把”字句的習得情況髮現，漢語普通話SLI兒童在習得“把”字句中存在語法缺損現象，具體錶現為：（1）漢語SLI兒童在“把”字句產齣、理解和模倣方麵都不如年齡相噹組兒童（Typically—Developing Age Matched Children，簡稱TDA），但與語言能力相噹組兒童（Typically-Developing Younger Children，簡稱TDY）之間沒有顯著性差異。（2）在三類不同述補結構的“把”字句產齣、理解以及模倣方麵，SLI兒童錶現最好的是帶結果補語的“把”字句，其次是趨嚮補語和處所補語，然而SLA兒童整體上的錶現都不如TDA兒童。（3）在“把”字句中施事和受事的產齣和理解上，TDA兒童錶現得最好，其次是TDY和SLI兒童。
본연구통과고찰정상인동화특수어언장애（Specific Language Impairment，간칭SLI）인동“파”자구적습득정황발현，한어보통화SLI인동재습득“파”자구중존재어법결손현상，구체표현위：（1）한어SLI인동재“파”자구산출、리해화모방방면도불여년령상당조인동（Typically—Developing Age Matched Children，간칭TDA），단여어언능력상당조인동（Typically-Developing Younger Children，간칭TDY）지간몰유현저성차이。（2）재삼류불동술보결구적“파”자구산출、리해이급모방방면，SLI인동표현최호적시대결과보어적“파”자구，기차시추향보어화처소보어，연이SLA인동정체상적표현도불여TDA인동。（3）재“파”자구중시사화수사적산출화리해상，TDA인동표현득최호，기차시TDY화SLI인동。
By exploring the acquisition of ba-Construction by normal children and children with SLI （Specific Language Impairment） , the present paper found that there were grammatical deficits of ba-Construction by Mandarin-speaking children with SLI. Specifically, it can be shown as follows： （1） Mandarin-speaking children with SLI were not as good as TDA children （Typically-Developing Age Matched children） in production, comprehension and imitation of ba-Construction, but there was no significant difference between SLI children and TDY children （Typically-Developing Younger Children）. （2） SLI children performed best in production, comprehension and imitation of ba-Construction with RC （result complement）, then followed by ba-Construction with TC （tendency complement） and LC （location complement）. However, their overall performance was not as good as that of TDA children. （3） TDA children were the best in both production and comprehension of the patient and the agent of ba-Construction, and then followed TDY children and SLI children.
