普通话言语产生中心理语言学角度的自我修补研究

摘要

自然言语的在线性决定了它不可能像书面语那样流畅和正确，而是充满着言语错误和迟钝、停顿、重复、沉默和修补等不流畅语流或间断语流，成为心理语言学、认知语言学、计算机语言学、神经语言学等学科研究语言产生、理解的对象。西方语言学利用语误和语料库乃至计算机技术对自然言语进行了长达百年之久的研究，建立了不少模型和理论，揭示了不少人类言语产生和理解的心理认知规律，也推动了对语误修补的研究。研究者从语言学，社会语言学，实验及计算机统计学角度，在自我修正的各方面作了大量的研究。然而，从心理语言学视角研究言语产出中的修补仍不多见。本文从会话修补定义入手，讨论了Levelt等人的自我监控和自我修补等理论，揭示了自我修补各阶段的心理信息加工特征，修正了会话修补的定义，认为修补是一个复杂的有章可寻的心理认知过程，有其研究价值。在此基础上，本文以汉语普通话表述实验得到的一手数据为根据，对汉语产出过程中的自我修补从修补的原因角度进行分类；进一步完善了言语产出过程中自我修补的结构；补充了已有言语修补的类型；描述了实验中汉语产出修补的分布情况，认为基本达到了初探汉语自我修补规律及推动言语修补共性研究的实验目的。

目录

文摘

英文文摘

论文说明：list of figures、list of tables

声明

Acknowledgements

Introduction

Part One A Literature Review on Relevant Studies on the Self-repair

1.1 Research on Language Prodcution

1.1.1 Approaches to Language Production Research

1.1.2 The Study of Speech Errors

1.1.3 Language Production Models

1.2 Relevant Studies on the Self-repair

1.2.1 The Theoretical Aspect

1.2.2 The Experimental Aspect

Part Two The Mental Mechanism of the Self-repair

2.1 Self-repairs in Speech Production

2.2 A Review on Self-monitoring in Language Production Process

2.2.1 Conceptualizing Thoughts

2.2.2 Formulating Linguistic Plans

2.2.3 Implementing Linguistic Plans

2.3 Internal and External Monitoring

2.3.1 Evidence for Internal Monitoring

2.3.2 A Division of Labor between the Two Channels

Part Three Self-repairs Categorized and Analyzed

3.1 Categories of Self-repairs in Speech Production

3.1.1 E-repairs

3.1.2 A-repairs

3.2 Structure of the Self-repair

3.2.1 Self Interruption

3.2.2 Editing Expressions and Prosodic Marking

3.2.3 Implementing Self- repairs

3.3 Distribution of Self-repairs

Part Four Experiments on the Self-repair Behavior

4.1 Questions and the Hypothesis

4.2 Method

4.3 Results and Discussion

4.4 Comprehensive Analysis

Part Five Some Application Considerations for Future Research and Practice

5.1 Implications for Related Research

5.1.1 The Self-repair and Speech Production

5.1.2 The Self-repair and Language Development

5.2 Implications into Practical Application

5.3 Further Considerations

Conclusion

Bibliography

Appendix

指导教师评语