研究生: |
黃雅微 Yawei Vivian Huang |
---|---|
論文名稱: |
以中文為母語的學齡前兒童類別量詞與計量量詞習得之實證研究 The Use of Count and Mass Classifiers in Chinese Preschoolers |
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: | 2007 |
畢業學年度: | 95 |
語文別: | 英文 |
論文頁數: | 123 |
中文關鍵詞: | 第一語言習得 、學齡前兒童 、中文量詞 |
英文關鍵詞: | language acquisition, preschoolers, Mandarin classifiers |
論文種類: | 學術論文 |
相關次數: | 點閱:182 下載:39 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
摘要
本研究主要探討以中文為母語的學齡前兒童對中文類別量詞(count classifiers)和計量量詞(mass classifiers)的母語習得,主要的研究議題包括學齡前兒童是否能分辨類別量詞和計量量詞之間的差異,年齡是否會影響習得的先後及使用的表現,量詞理解性測驗及口說表現兩者所呈現出的結果是否一致,何種類型的量詞對兒童習得較為容易,以及量詞「個」的錯誤使用等。本研究共設計兩個實驗,第一個實驗為圖片辨識測驗,第二個實驗為圖片描述測驗。研究對象為45位以中文為母語的學齡前兒童,根據其年齡分成三組(第一組為三歲零個月至三歲十一個月、第二組為四歲零個月至四歲十一個月、及第三組為五歲零個月至五歲十一個月的兒童)。
研究發現如下:首先,學齡前兒童能夠分辨類別量詞和計量量詞之間的差異,且此差異達到統計上的顯著,而學齡前兒童在類別量詞的表現顯著優於計量量詞。其次,「年齡」的確對類別量詞和計量量詞的習得有所影響並達到統計上的顯著差異,兒童年齡越長則其量詞的表現也越好,但是統計分析後發現,差異只在三歲和四歲兒童以及三歲和五歲兒童之間,換句話說,本研究發現三歲到四歲是兒童習得量詞的關鍵期。再者,實驗型態的設計確實能測出受試者不同的反應,兒童在理解性測驗的結果比口說使用表現優異。此外,本研究發現,整體而言,量詞「個」是兒童最早習得的量詞,「標準量詞」對兒童來說難度最高,因此為最慢習得的量詞。最後,兒童過度使用(overgeneralize)量詞「個」,並將其使用到其他量詞的語境,說明了量詞「個」對兒童而言為無標的(unmarked)的量詞。
ABSTRACT
The present study aims to explore Chinese children’s acquisition of the count and mass classifiers by conducting an experiment with two tasks, a comprehension task (i.e., the Picture Identification Task), and a production task (i.e., the Picture Description Task). The experiment was designed to investigate issues in the count-mass distinction, age effect, task effect, hierarchy of difficulty in children’s acquisition of classifiers, and their misuse of the classifier ge. Forty-five Chinese-speaking preschoolers participated in the experiment, and they were further divided into three groups according to their age: Group 1 (3-year-olds), Group 2 (4-year-olds), and Group 3 (5-year-olds).
The major findings of the present study are as follows. First, our children had performed significantly better on count classifiers than on mass classifiers (p<0.05). Second, age effects were found significant in subjects’ responses to overall count and mass classifiers (p<0.05). The Scheffe post hoc further indicated that a significant difference existed between Group 1 and Group 2, between Group 1 and Group 3, not between Group 2 and Group 3 (p>0.05). In other words, the age between three and four was found to be a critical stage in Chinese children’s classifier development. Third, there was a significant difference between the subjects’ comprehension and production (p<0.05). Our subjects showed better abilities in comprehension than in production of classifiers. Fourth, the results indicated that ge was the earliest acquired classifier whereas standard measures caused our children major difficulties, and thus they were acquired latest. Finally, the children’s misuse of the classifier ge exhibited overgeneralization. Our subjects predominately used ge to classify objects regardless of different semantic meanings. Their overwhelming use of ge indicated that ge was considered UNMARKED by our subjects.
Bibliography
Adams, Karen Lee and Nancy Conklin. (1973). Toward a theory of natural classification. In Papers from the Ninth Regional Meeting, Chicago Linguistic Society. Claudia Corum, et al. (eds), 1-10. Chicago: Chicago Linguistic Society.
Ahrens, Kathleen. (1994). Classifier production in normals and aphasics. Journal of
Chinese Linguistics 22:203-247.
Allan, Keith. (1977). Classifiers. Language 53:285-311.
Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. London: Longman.
Butterworth G and Harris M. Principles of Developmental Psychology. Hove, East Sussex, U.K. ; Hillsdale, U.S.A. : L. Erlbaum Associates.
Chang, Hsing Wu. (1983). Preschooler’s Use of Classifiers in Mandarin Chinese. Taipei: National Taiwan University Press.
Chao, Yuen Ren. (1968). A Grammar of Spoken Chinese. Berkeley: University of California Press.
Cheng, Lisa L.-S. and Rint Sybesma. (1998). Yi-wan tang, yi-ge tang: classifiers and massifiers. Tsing Hua Journal of Chinese Studies, New Series 28.3:385-412.
Cheng, Lisa L.-S. and Rint Sybesma. (1999). Bare and not so bare nouns and the structure of NP. Linguistic Inquiry 30: 509-542
Chie, Yu-chin, Barbara Lust and Chiang Chi-pang. (2003). Chinese children's comprehension of count-classifiers and mass-classifiers. Journal of East Asian Linguistics, Vol.0, No.12, pp.91-120.
Chierchia, G. (1998). Plurality of mass nouns and the notion of ‘semantic parameter.’ Events and Grammar 70:53-103
Clark, E. V. (1973) What’s in a word? On the child’s acquisition of semantics in his first language. In T. E. Moore (ed.) Cognitive Development and the Acquistion of Language. New York: Academic Press.
Comrie, Bernard. (1989). Language Universals and Linguistic Typology : Syntax and Morphology. Chicago: Universty of Chicago Press.
Cook, V. (1988). Chomsky's Universal Grammar: An Introduction. NY, USA : Blackwell.
Crystal, David. (1997). A Dictionary of Linguistics and Phonetics. 4th Edition. London: The Blackwell publishers.
Downing, Pamela. (1996). Numeral Classifier Systems: The Case of Japanese. Amsterdam: Benjamins.
Erbaugh, Mary S. (1986). Taking stock: the development of Chinese noun classifiers historically and in young children. Proceedings of a Symposium on Categorization and Noun Classification, ed. by Colette Craig, pp.399–436. Philadelphia: J. Benjamins.
Ehrman, M. E. (1996). Understanding Second Language Learning Difficulties. SAGE.
Fang, Fuxi. (1985). 4–6 sui ertong zhangwo hanyu liangci shuiping de shiyan yanjiu. Acta Psychologica Sinica 17: 384-392.
Goodluck, Helen. (1991). Language Acquisition: A linguistic Introduction. Oxford, UK; Cambridge, USA: Blackwell.
Hu, Qian. (1993). The Acquisition of Chinese Classifiers by Young Mandarin-speaking Children, Ph.D. Dissertation, Boston University.
Huang, Hung-Sheng. (2004). The Reality of Shape Classifiers in Taiwan Mandarin. MA Thesis. National Tsing Hua University.
Ingram, David. (1989). First Language Acquisition: Method, Description, and Explanation. New York : Cambridge University Press
Izumi, S. and Lakshmanan, U. (1998). Learnability, negative evidence and the L2 acquisition of the English passive. Second Language Research 14: 62-101.
Kuo, Y.-C. (1998). A Semantic and Contrastive Analysis of Mandarin and English Measure words. MA Thesis. National Chung Cheng University.
Lee, V. J. and Prajna Dasgupta. (1995). Children's Cognitive and Language Development. Cambridge: Blackwell Publishers.
Li, Charles N. and Sandra A. Thompson. (1981). Mandarin Chinese: A Functional Reference Grammar. Berkeley: University of California Press.
Lightbown, P. (1984). The Relationship Between Theory and Method in Second Language Acquisition Research. In Davies, A., Criper, C., & Howatt, A. (Eds.). Interlanguage. Edinburgh University Press.
Lightbown, P. M. & Spada, N. (1993). How Languages Are Learned. Oxford: Oxford University Press.
Liu, Shi-Ru. (1965). Wei Jin Nan Bei Chao Liang Ci Yan Jiu. Beijing: Zhong Hua.
Loke, Kit-Ken. (1991). A semantic analysis of young children’s use of Mandarin shape classifiers. Child Language Development in Singapore and Malaysia, ed. by A. Kwan-Terry, pp.98–116. Singapore: Singapore University Press.
Loke, Kit-Ken. (1994). Is GE merely a general classifier? Journal of Chinese Language Teacher Association. 29.3:35-50.
Loke, Kit-Ken. (1996). Norms and rRealities of Mandarin shape classifiers. Journal of Chinese Language Teacher Association. 31.2:1-22.
MacWhinney, B. and E. Bates. (1989). The Crosslinguistic Study of Sentence Processing. New York: Cambridge University Press.
MacWhinney, B. and Paul Fletcher. (Eds.) (1995). The Handbook of Child Language. Oxford: Blackwell.
McDaniel, Dana, Cecile McKee, and Helen Smith Cairns. (1996). Methods for Assessing Children's Syntax. Cambridge, Mass.: MIT Press.
Miller, J. F. (1981). Assessing Language Production in Children. Baltimore: University Park Press.
Myers, James. (2000). Rules and analogy in Mandarin classifier selection. Language and Linguistics 1(2).
Piaget, Jean. (1932). The Language and Thought of the Child. New York: Harcourt, Brace.
Pinker, S., Lebeaux, D. S. & Frost, L. A. (1987). Productivity and constraints in the acquisition of the passive. Cognition 26:195-267.
Rosch, Eleanor. (1978). Principles of categorization. In E. Rosch and B. Lloyd (eds.) Cognition and Categorization. Hillsdale, NJ: Erlbaum.
Rosch, Eleanor and Carolyn B. Mervis. (1975). Family resemblances: studies in the internal structure of categories. Cognitive Psychology 7: 573-605.
Saeed, John. (2003). Semantics. Cambridge: Blackwell Publishers.
Tai, James H.-Y. and Lianqing Wang. (1990). A semantic study of the classifier tiao. Journal of the Chinese Language Teacher’s Association 251: 35-56.
Tai, James H.-Y. (1992). Variation in classifier systems across Chinese dialects: toward a cognition-based semantic approach. Zhongguo Jingnei Yuyan Ji Yuyan Xuie: Hanyu Fangyan [Chinese Languages and Linguistics] 1: 587–608.
Tai, James H.-Y. (1994). Chinese classifier systems and human categorization. In Honor of William S-Y. Wang: Interdisciplinary Studies on Language and Language Change, eds. by Matthew Y. Chen and Ovid J. L. Tzeng, pp. 479-494. Taipei: Pyramid Press.
Tai, James H.-Y. and Fang-Yi Chao. (1994). A Semantic study of the classifier zhang. Journal of the Chinese Language Teacher’s Association 29.3: 67-78.
Taylor, J. (1989). Linguistic Categorization. Oxford: Oxford University Press.
Tien, Y. M., Tzeng, O. J. L., and Hung, D. L. (2002). Semantic and Cognitive Basis of Chinese Classifiers: A Functional Approach. Language and Linguistics 3.1:101-132.
Wang, Fu-mei. (2001). Classifiers in Taiwan Min. MA Thesis, National Taiwan Normal University.
White, L. (1989). Universal Grammar and Second Language Acquisition. John Benjamins.
Wiebusch, Thekla. (1995). Quantification and qualification: Two competing functions of numeral classifiers in the light of radical system of the Chinese script. Journal of Chinese Linguistics 23:1-41.
Ying, H.C., G. P. Chen, Z.G. Song, W.M. Shao, and Y. Guo. (1983). 4-7 year olds’ characteristics in mastering measure words. Journal of Psychological Science.
6: 24-32.