早期語言發展中的「還」

本研究旨在探究中文兒童副詞「還」的早期發展，其中特別關注「還有」及「還要」的使用。主要研究問題為在早期的習得過程中，「還有」及「還要」是否先被視為未經分析的完整詞彙而非由「還」以及「有」(或是「要」)組合而成。本研究採用的語言樣本來自於四位1;5-3;9兒童的自發性語料。首先檢視語料中兒童使用的「還」、「有」以及、「要」表達何種溝通功能，作為其後分析的基礎。接著進行三項分析:分析一為檢視兒童使用副詞「還」的生產性以釐清兒童是否在早期即認知到「還」的詞彙地位以及「還」的使用方式，亦即「還」可以使用於動詞之前。結果顯示「還」的早期使用僅限於「還有」及「還要」，「還」與其他動詞的組合出現地較晚。而在成人的語言輸入中，「還有」及「還要」出現的頻率相當高，這也許是造成此兩詞語在早期即被兒童使用的因素之一。分析二及分析三為功能分析，旨在探討「還有」及「還要」早期的功能發展是否為獨立進行。分析二的結果顯示，就「有」及「要」功能的出現順序而言，表達存在功能的「有」先使用於「還有」而非單獨使用於「有」;但表達請求功能的「要」則是先單獨使用於「要」，之後再用於「還要」。分析三探討「還有」及「還要」主要功能的組合性，發現「還有」的主要功能為「引介另一事物的存在」，但此功能並非由獨立使用的「還」及「有」組合而成;同樣地，「還要」主要用於「請求同一事物再現」，此亦非由獨立使用的「還」及「要」組合而成。綜合以上三項分析，在兒童語言發展的早期階段，「還」的使用僅限於「還有」及「還要」，兒童可能將此兩詞語視為未經分析的完整詞彙，並獨立發展其溝通功能。在獲取足夠的語言經驗後，兒童也許能比較不同的「還V」，並從中斷取出副詞「還」以及其使用規則。

關鍵字

詞彙習得；斷詞；中文；副詞

並列摘要

The present study investigated Mandarin-speaking children’s early development of hai2, with special attention on hai2you3 and hai2yao4. The research question addressed was whether hai2you3 and hai2yao4 are initially learned as “chunks” by rote memory rather than as “combinations of two lexical elements”. Data examined in the study was the spontaneous speech from four children, with age range from 1;5 to 3;9. As the basis for the following analyses, children’s use of hai2, you3, and yao4 were first examined in terms of the communicative functions. Three analyses were then conducted: The first one examined the overall use of hai2 to clarify the productivity of the adverbial rule “hai2+V”. It was found that children tend to produce hai2 only in hai2you3 and hai2yao4. Other combinations of “hai2+V” appear much later. The examination on adult input also showed that the hai2you3 and hai2yao4 are quite frequently used by adults, suggesting that the high input frequency may contribute to its early emergence in children’s production. The other two was functional analyses to clarify whether the functions of hai2you3 and hai2yao4 developed their own functions in early stage. Specifically, the second analysis concerned that emerging order of the functions of you3 and yao4 when used with or without hai2. It was found that existential you3 first appears in hai2you3 rather than in you3. However, the function “requesting for objects or actions” occurs in yao4 before in hai2yao4. The third analysis examined the composition of the major function of hai2you3 and hai2yao4. Most of hai2you3 is used to express “the existence of another instance,” which is not composed of the stand alone use of hai2 and you3. The function of hai2yao4 is mainly used to “make request for repeated objects or actions,” which cannot be composed of independent use of hai2 and yao4. It seems that when using hai2you3 and hai2yao4, children might first memorize them as chunks rather than compositional elements. With enough linguistic experience, children may start to compare these “hai2+V” and segmented hai2 out. The adverbial rule of hai2 would also be generated in the process of segmentation.

並列關鍵字

lexical acquisition ； word segmentation ； Mandarin ； adverbs

參考文獻

Barrett, M., Harris, M., & Chasin, J. (1991). Early lexical development and maternal speech: a comparison of children’s initial and subsequent uses of words. Journal of Child Language, 18 (1), 21–40.

Bruner, J. (1983). Child’s talk: Learning to use language. Oxford: Oxford University Press.

Clark, E. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.

Goodman, J., C., Dale, P. S., & Li, P. (2008). Does frequency count? Parental input and the acquisition of vocabulary. Journal of Child Language, 35 (3), 515-531.

Harris, M., Barrett, M., Jones, D., & Brookes, S. (1988). Linguistic input and early word meaning. Journal of Child Language, 15(1), 77–94.

國際替代計量

早期語言發展中的「還」

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