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研究生： 鄭淑君
Cheng, Shu-Chun
論文名稱： 華語「臭」字相關慣用語與成語之第一語言習得
L1 acquisition of Idiomatic Expressions:A Case Study of Chou in Mandarin
指導教授： 陳純音
Chen, Chun-Yin
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2016
畢業學年度： 104
語文別： 英文
論文頁數： 124
中文關鍵詞： 第一語言習得 、慣用語 、成語 、隱喻 、華語
英文關鍵詞： first language acquisition, figurative expressions, idioms, metaphor, Mandarin Chinese
DOI URL： https://doi.org/10.6345/NTNU202203733
論文種類： 學術論文
相關次數： 點閱：158  下載：80 
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    • 本研究旨在探討以華語為母語的學童如何詮釋華語「臭」字相關慣用語與成語。三大操縱變因包含慣用語與成語之差別、熟悉度和語境效應。本研究方法採用兩個口頭詮釋測驗，分別讓受試者在有無語境提示下詮釋「臭」字相關慣用語與成語。研究對象共分為六組，每組十五人，分別由平均年齡六歲、七歲、九歲、十二歲和十五歲學童與成人共九十位受試者所組成。
    研究結果如下:首先，關於慣用語與成語兩類表現，可視為華語口語及書面語的掌握差異。五組學童組皆在慣用語之譬喻詮釋較佳，而成人組則為成語。然而，熟悉度被證實對大班、小二學童造成顯著影響。五組受試者皆在熟悉之慣用語與成語表現最佳，而成人組則在不熟悉類別仍表現優異。各組皆在提供語境測驗中展現較好的表現，所以語境效應的確能幫助六組受試者理解隱喻。最後，根據各組學童受試者與成人組之「臭」字相關慣用語與成語詮釋表現來看，可發現掌握隱喻之能力隨著年齡增加而進步。大班學童尚未具備詮釋隱喻之能力，其詮釋偏向字面意義為主。小二學童比大班表現佳，但仍較依賴字面意義。小四學童開始能詮釋隱喻。此三組兒童皆需要語境之提示達到正確詮釋隱喻。小六學童和九年級學生能在字詞獨立狀況下，成功詮釋隱喻，但此兩組表現仍未達成人組之表現。

    The present study investigates first language acquisition of figurative language. By examining chou-related idioms in Chinese, the present study aims to observe the developmental processes through which children, adolescents and adults gradually establish the requisite figurative competence necessary for the interpretation of idiomatic expressions. Four research questions regarding the acquisition of metaphoricality, the types of idioms (quadra-syllabic and non-quadra types), the familiarity effect and linguistic context are discussed in detail. In this study, all participants were asked to complete two comprehension tasks including a Word-in-Isolation and a Word-in-Context task. The total number of participants was seventy-five and they were further divided into five groups by their mean age (six, seven, nine, twelve and fifteen years of age). Fifteen adults were also recruited as the controls.
    The research findings can be summarized as follows: There were six developmental stages observed in the interpretation of chou-related idioms. First of all, participants of the five experimental groups were found to be influenced both by the types of idioms and the familiarity effect. Children at ages 6 and 7 primarily produced literal interpretations of the tested chou-related idioms. With the contextual aid, these two groups made significant progress in the interpretation of familiar non-quadra type of idioms. Then, 9-year-old children displayed the ability to metaphorically interpret familiar non-quadra and quadra-syllabic idioms; additionally, the contextual effect also remarkably improved their performance. As for the participants of ages 9 and 15, they were capable of interpreting chou-related idioms without the aid of the context, but their performance still lagged behind that of the adult controls. This indicates that a significant interaction between the age effect and the tested chou-phrases was at play.

    TABLE OF CONTENTS CHINESE ABSTRACT.................................i ENGLISH ABSTRACT.................................ii ACKNOWLEDMENT....................................iv TABLE OF CONTENTS................................vi LIST OF TABLES .................................viii LIST OF FIGURES..................................ix CHAPTER ONE INTRODUCTION.........................1 1.1 Motivation..................................1 1.2 Theoretical Background......................4 1.3 Research Questions..........................8 1.4 Significance of the Study...................8 1.5 Organization of the Thesis..................10 CHAPTER TWO LITERATURE REVIEW....................11 2.1 Previous Studies of Chou....................11 2.1.1 Liu (2000)...............................12 2.1.2 Ren (2005)...............................15 2.1.3 Ma (2007)................................17 2.1.4 Qin (2008)...............................20 2.1.5 Summary..................................22 2.2 The Linguistic Properties of Chou........................................23 2.2.1 The Literal Meaning of Chou..............23 2.2.2 The Metaphorical Meaning of Chou ........24 2.2.3 Transparent Idioms of Chou...............25 2.2.4 Opaque Idioms of Chou ...................26 2.3 Empirical Studies of First Language Acquisition of Metaphorical Expressions....................26 2.3.1 Levorato & Cacciari (2002)...............27 2.3.2 Cain, Towse & Knight (2009)..............32 2.3.3 Hsieh & Hsu (2010).......................37 2.3.4 Hsu (2013)...............................42 2.3.5 The Comparison of Four Empirical Studies 45 CHAPTER THREE RESEARCH DESIGN ...................49 3.1 Participants................................49 3.2 Methods and Materials.......................52 3.2.1 An Analytical Framework..................54 3.2.2 Two Interpretation Tasks.................57 3.3.2.1 Word-in-Isolation Task..................57 3.3.2.2 Word-in-Context Task....................58 3.3 Procedures..................................60 3.3.1 Pilot Study..............................60 3.3.2 Scoring Policy...........................63 3.4 Summary of Chapter Three....................64 CHAPTER FOUR RESULTS AND DISCUSSION..............65 4.1 Acquisition of Literal and Metaphorical Interpretations.............................65 4.1.1 Overall Findings of Literal and Metaphorical Interpretations .................................66 4.1.2 General Discussion.......................70 4.2 Acquisition of Quadra-syllabic and Non-quadra- syllabic Idioms.............................73 4.2.1 Overall Findings of Quadra-syllabic and Non- quadra-syllabic Idioms….....................73 4.2.2 A Second Look at the Quadra-syllabic and Non-quadra-syllabic Idioms...........................77 4.2.3 General Discussion.......................79 4.3 Acquisition of Familiar and Unfamiliar Idioms 81 4.3.1 Overall Findings Familiar and Unfamiliar Idioms...................................82 4.3.2 General Discussion.........................85 4.4 Contextual Effect...........................87 4.4.1 Overall Findings of the Word-in-Isolation and Word-in-Context Tasks....................87 4.4.2 A Second Look at the Word-in-Isolation and Word- in-Context Tasks.........................90 4.4.3 General Discussion.......................91 4.5 Age Effect..............................94 4.6 Summary of Chapter Four...................101 CHAPTER FIVE CONCLUSION........................102 5.1 Summary of the Present Findings ..........102 5.2 Limitations of the Present Study and Suggestions for Future Research................................104 BIBLIOGRAPHY...................................106 APPENDIX A THE WORD-IN-ISOLATION TASK..........112 APPENDIX B THE WORD-IN-CONTEXT TASK............113 APPENDIX C THE WORD-IN-ISOLATION TASK IN THE PILOT STUDY..........................................117 APPENDIX D THE WORD-IN-CONTEXT TASK IN THE PILOT STUDY..........................................119 APPENDIX E CONSENT FORM........................124

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