兒童學習國語時貌研究

Aspect Encoding in L1 Chinese Children

鍾友珊(You-shan Chung)

指導教授 ： 張顯達

國立臺灣師範大學/文學院/英語學系/碩士(2006年)

摘要

兒童學習國語時貌研究過去一直偏向於探討時貌標記的使用，例如了、過、著、在的分佈及使用時機。然而，既然國語表示時貌的方式不只一種，我們認為兒童可能也會用其他的方法表達時貌。此外，時貌標記的使用和某些詞彙/結構常同時出現，和其他詞彙/結構則不能或只能有條件的同時出現，我們認為小孩如果能用時貌標記以外的方法表達時貌，可能也會知道這些規範。
於是我們選擇了六種符合以上兩類條件的的辭彙或是結構，以三個年齡分布在一歲六個月到三歲三個月的小孩為實驗對象，探討這個年齡層小孩使用六個辭彙/結構的能力，包括：時間副詞 (temporal adverbials)、助動詞 (auxiliaries)、否定 (negation markers)、暫時時貌 (reduplication)、把字句 (ba)、有/沒有 (you/mei(you))。
我們發現，這個年齡層的小孩的確已經開始使用這些詞彙/結構了，大小孩對它們的掌握能力又比小小孩的好；因此，我們認為要全面了解兒童在這個階段表達時貌的能力，不宜忽略非時貌記號所扮演的角色。

關鍵字

第一語言習得 ； 時貌

並列摘要

Studies on the acquisition of the Chinese aspectual system tend to focus on children’s knowledge of the use of aspect markers. However, we found that the use of some other devices could be an important development in aspect encoding during the age of 1;6-3;3. We have three kinds of evidence that supports such a view. First, with age, the subject children became more competent in drawing out other devices that have aspectual meanings. These devices included aspectuals (a kind of temporal adverbials proposed by Erbaugh 1992), reduplication, and you/mei(you). Second, older children also used devices that do not directly carry aspectual meanings but have special co-occurring pattern/constraints with the markers. These devices included temporal adverbials that are not aspectuals, auxiliaries, the negation markers bu and mei(you), and ba. Third, some of the devices that had aspectual meanings in children’s data also occurred selectively with certain situation types, as have often been reported for aspect markers. These findings suggest that children’s development of aspect encoding involves the increasing awareness of resources other than aspect markers in conveying relevant meanings and the co-occurring potentials/restrictions between aspect markers and some grammatical constructions.

並列關鍵字

first langauge acquisition ； aspect