《漢語兒童情態動詞早期習得研究》是2014年科學出版社出版的圖書，作者是閻莉、常春娥 。
基本介紹
- 書名：漢語兒童情態動詞早期習得研究
- 作者：閻莉、常春娥
- ISBN：978-7-03-040966-9
- 頁數：224頁
- 定價：68.00元
- 出版社：科學出版社
- 出版時間：2014年6月
- 裝幀：精裝
- 開本：A5
內容簡介,圖書目錄,
內容簡介
本研究使用自然觀察法，通過日記、錄音和錄像三種方式收集了一個孩子芊芊從1歲4個月到3歲3個月的自然語言產出的語料，旨在調查漢語情態動詞的早期習得狀況。研究表明：（1）漢語情態動詞在兒童1歲8個月到2歲4個月之間逐漸習得，隨著年齡的增長，情態句在兒童話語中所占的比例逐步增多；（2）認識情態不僅比動力情態和道義情態習得的晚，其使用頻率也最低；（3）兒童話語中情態句的句法結構呈現從簡單到複雜的發展趨勢，這主要體現在句子類型的多元化，以及主語、謂語、賓語結構的多元化；（4）看護者的語言輸入與兒童的習得過程呈現部分相關性；（5）漢語情態動詞的早期習得部分與情態系統本身的複雜性有關；部分與兒童的心智發展有關；部分與成人的語言輸入有關。
圖書目錄
前言
Acknowledgements
Chapter 1 Introduction
1.1 Research Orientation
1.2 Rationale
1.2.1 The Importance of Modal System
1.2.2 The Importance of Modal Acquisition in Child Language Research
1.2.3 The Deficiency of Previous Studies on Chinese Modal Acquisition
1.2.4 Summary
1.3 Scope
1.4 Organization of the Book
Chapter 2 Modal Acquisition
2.1 Modality
2.2 English Modal Auxiliaries
2.3 Chinese Modal Auxiliaries
2.3.1 Terms and Modal Forms Proposed by Chinese Linguists
2.3.2 The Syntactic Characteristics of Chinese Modals
2.3.3 The Semantic Characteristics of Chinese Modals
2.3.4 The Pragmatic Characteristics of Chinese Modals
2.4 The Acquisition of Modality
2.4.1 Previous Studies of Modal Acquisition in English and Other Languages
2.4.2 Previous Studies of Modal Acquisition in Chinese
2.5 Theoretical Accounts of L1 Modal Acquisition
2.5.1 Perkin's Explanation
2.5.2 The Theory of Mind Hypothesis
2.5.3 Caregiver Input and Acquisition of Modality
2.5.4 A Converging Constraints Model
2.6 Research Questions
2.7 Summary
Chapter 3 Methodology
3.1 Case-study Methodology
3.1.1 Defining Case Study
3.1.2 Advantages and Disadvantages of Case Study
3.1.3 Justification for the Application of Case Study Method
3.2 The Subject and Settings
3.3 Data-collection Procedures
3.3.1 The Handwritten Diary
3.3.2 The Audio-recordings
3.3.3 The Video-recordings
3.4 Data Transcription and Analysis
Chapter 4 Features of Modals in the Child's Data and in the Caregivers' Data
4.1 The Acquisition of Modal Forms in the Child's Data
4.1.1 The Emergence of Chinese Modal Forms in the Child's Data.
4.1.2 Distribution of Modal Forms in the Child's Data Across Time Periods
4.1.3 Summary
4.2 The Acquisition of Semantics of Modals in the Child's Data
4.2.1 The Semantic Category of Modals for the First Occurrence in the Child's Data
4.2.2 Distribution of Semantic Categories of Modals in the Child's Data Across Time Periods
4.2.3 Summary
4.3 The Acquisition of Syntactic Structures of Modal Utterances in the Child's Data
4.3.1 Distribution of Syntactic Structures of Modal Utterances in the Child's Data Across Time Periods
4.3.2 Sentence Types and Semantic Categories of Modals in the Child's Data
4.3.3 Subjecthood and Semantic Categories of Modals in the Child's Data
4.3.4 Summary
4.4 A Comparison of the Features of Modals in the Caregivers' Data and in the Child's Data Across Time Periods
4.4.1 Distribution of Modal Forms in the Caregivers Data and in the Child's Data Across Time Periods
4.4.2 Distribution of Semantics of Modals in the Caregivers' Data and in the Child's Data Across Time Periods
4.4.3 Distribution of the Syntactic Structures of Modal Utterances in the Caregivers' Data and in the Child's Data Across Time Periods
4.4.4 Summary
Chapter 5 General Discussion
5.1 Summary of Major Findings
5.2 Discussion
References
Appendix The First Five Occurrences of Modals in the Child's Data
Acknowledgements
Chapter 1 Introduction
1.1 Research Orientation
1.2 Rationale
1.2.1 The Importance of Modal System
1.2.2 The Importance of Modal Acquisition in Child Language Research
1.2.3 The Deficiency of Previous Studies on Chinese Modal Acquisition
1.2.4 Summary
1.3 Scope
1.4 Organization of the Book
Chapter 2 Modal Acquisition
2.1 Modality
2.2 English Modal Auxiliaries
2.3 Chinese Modal Auxiliaries
2.3.1 Terms and Modal Forms Proposed by Chinese Linguists
2.3.2 The Syntactic Characteristics of Chinese Modals
2.3.3 The Semantic Characteristics of Chinese Modals
2.3.4 The Pragmatic Characteristics of Chinese Modals
2.4 The Acquisition of Modality
2.4.1 Previous Studies of Modal Acquisition in English and Other Languages
2.4.2 Previous Studies of Modal Acquisition in Chinese
2.5 Theoretical Accounts of L1 Modal Acquisition
2.5.1 Perkin's Explanation
2.5.2 The Theory of Mind Hypothesis
2.5.3 Caregiver Input and Acquisition of Modality
2.5.4 A Converging Constraints Model
2.6 Research Questions
2.7 Summary
Chapter 3 Methodology
3.1 Case-study Methodology
3.1.1 Defining Case Study
3.1.2 Advantages and Disadvantages of Case Study
3.1.3 Justification for the Application of Case Study Method
3.2 The Subject and Settings
3.3 Data-collection Procedures
3.3.1 The Handwritten Diary
3.3.2 The Audio-recordings
3.3.3 The Video-recordings
3.4 Data Transcription and Analysis
Chapter 4 Features of Modals in the Child's Data and in the Caregivers' Data
4.1 The Acquisition of Modal Forms in the Child's Data
4.1.1 The Emergence of Chinese Modal Forms in the Child's Data.
4.1.2 Distribution of Modal Forms in the Child's Data Across Time Periods
4.1.3 Summary
4.2 The Acquisition of Semantics of Modals in the Child's Data
4.2.1 The Semantic Category of Modals for the First Occurrence in the Child's Data
4.2.2 Distribution of Semantic Categories of Modals in the Child's Data Across Time Periods
4.2.3 Summary
4.3 The Acquisition of Syntactic Structures of Modal Utterances in the Child's Data
4.3.1 Distribution of Syntactic Structures of Modal Utterances in the Child's Data Across Time Periods
4.3.2 Sentence Types and Semantic Categories of Modals in the Child's Data
4.3.3 Subjecthood and Semantic Categories of Modals in the Child's Data
4.3.4 Summary
4.4 A Comparison of the Features of Modals in the Caregivers' Data and in the Child's Data Across Time Periods
4.4.1 Distribution of Modal Forms in the Caregivers Data and in the Child's Data Across Time Periods
4.4.2 Distribution of Semantics of Modals in the Caregivers' Data and in the Child's Data Across Time Periods
4.4.3 Distribution of the Syntactic Structures of Modal Utterances in the Caregivers' Data and in the Child's Data Across Time Periods
4.4.4 Summary
Chapter 5 General Discussion
5.1 Summary of Major Findings
5.2 Discussion
References
Appendix The First Five Occurrences of Modals in the Child's Data
