University of Science and Technology of China A Dissertation for Master's Degree

摘要

功能性词素习得困难是特殊型语言障碍(SpecificLanguageImpairment，简称SLI)儿童语言习得的困难之一。英语、德语、法语、芬兰语和瑞士语等的SLI儿童研究发现：动词相关类功能性词素习得困难是SLI儿童普遍存在的问题。汉语SLI儿童的语言习得是否存在类似的困难？尽管汉语属无屈折变化的语言，缺乏动词词法的各种变化形态，也没有专门用于表示时态或人称一致关系的功能性词素，但是汉语中存在一个与动词连用、通过一系列丰富而稳定的体标记来实现的特殊功能语类——体。
　　 本研究考察汉语SLI儿童在诱发实验情境下汉语体标记“了”和“在”的使用情况。研究采用配对实验设计,36名3-6岁儿童分三组（SLI儿童组、年龄对照组及平均句长对照组）参加诱发实验。诱发实验包括三种形式的诱发任务：体标记理解、体标记产出和体标记重复。
　　 通过对实验结果的定量分析及对实验中诱发产出语料的定性分析，研究发现：（一），汉语SLI儿童体标记使用困难，主要表现在产出及重复两个方面。在相同诱发语境下，汉语SLI儿童体标记产出频率低，使用灵活性小；（二），汉语SLI儿童体标记使用困难只存在于动词后黏着词素体标记“了”，与低龄平均句长对照组儿童相比，汉语SLI儿童使用体标记“在”不存在显著困难；（三），汉语SLI儿童常常省略体标记“了”，只用动词原形，这与英语SLI儿童时态和人称类词素的使用困难相似。研究者推断汉语SLI儿童体标记“了”使用困难属动词相关类功能性词素使用困难。

目录

声明

ABSTRACT

Table of Contents

Abbreviations

List of Tables

List of Figures

Chapter One Introduction

1．1 Research Background

1．2 Research Purpose

1．2．1 Research Questions

1．2．2 Research Hypothesis

1．3 Research Significance

1．3．1 Theoretical Implications

1．3．2 Practical Suggestions on Clinical Intervention

1．4 Thesis Outline

Chapter Two Theoretical Rationale and Literature Review

2．1 Theoretical Rationale

2．1．1 Aspect in Chinese

2．1．2 Aspect Markers in Chinese

2．1．3 Acquisition of Aspect Markers Le and Zai in Chinese

2．2 Literature Review of SLI Study on Aspect

2．2．1 Acquisition ofAspect of Children with SLI Abroad

2．2．2 Acquisition of Aspect by Children with SLI at Home

Chapter Three Research Design

3．1 Participants

3．2 Material Preparation

3．2．1 Materials for Aspect Comprehension

3．2．2 Materials for Aspect Production

3．2．3 Materials for Aspect Repetition

3．3 Instrument

Elicitation Experiments

3．4 Procedures

3．4．1 Experiment Proeedure

3．4．2 Scoring Procedure

3．4．3 Data Analysis

Chapter Four Results and Discussion

4．1 Elicitation Experiment

4．1．1 Results Presentation

4．1．2 Results Interpretation

4．1．3 Results Explanation

4．1．4 Discussion

4．2 Elicited Language Samples

4．2．1 Results Presentation

4．2．2 Results Interpretation

4．2．3 Results Explanation

4．2．4 Discussion

4．3 General Discussion of Research Results

4．3．1 Use of Aspect Markers Le and Zai by Chinese-speaking Childrenwith SLI

4．3．2 Explanation of SLI Children’s Limitations in Using Le and Zai

4．4 Limitations and Future Direction

4．4．1 Limitations of the Present Study

4．4．2 Future Direetions

Chapter Five Conclusion

5．1 Research Findings

5．2 Conclusions

5．3 Implications

5．3．1 Theoretical Implications

5．3．2 Practical Suggestions on Clinical Intervention

References

Appendices

Appendix 1

Appendix 2

Appendix 3