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1.
否定结构、否定词的存现位置及其否定焦点的讨论一直是当代语言学的一个热点,儿童语言的习得研究也是一直困扰人们的一个难点,而关于儿童否定词及否定结构的运用研究文章却很少。本文试图对两岁儿童这一阶段的否定结构的运用进行分析,通过认知语言学理论的观照,来管窥儿童"过渡"语言的一些特点。 相似文献
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《宜宾学院学报》2015,(11):108-113
"不"字是主要的否定词,"不"字否定句的发展是说汉语儿童否定句发展的重要组成部分。运用个案跟踪调查法、数理统计法、文献资料法对两名说汉语儿童1岁半到3岁半早期语言习得情况进行分析发现,这两名儿童的否定范畴"不"首次出现在1岁半左右,而且在1岁半到3岁半之间,"不"一直占据所有否定词的主导地位,使用频率最高,使用范围最广,在3岁半已基本习得"不"字否定词。说汉语儿童"不"字否定句的误用多表现为"不""没有"的混用与泛用,以及"不"的位置错误,这与儿童语言能力和认知能力发展不完善相关,随着语言能力的提升以及认知的发展,否定词"不"的误用会逐步且自然地向正确使用过渡。 相似文献
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本研究运用有声思维法、译文分析、直接观察表,以巴塞罗那大学翻译能力及习得小组提出的翻译能力综合模型为基础,调查了5位翻译硕士翻译子能力及习得情况。研究发现:翻译硕士(1)双语能力薄弱,语言外能力较好;(2)翻译技巧不成熟,查阅技巧溃乏;(3)双语及语言外能力习得效果不明显,工具及翻译策略能力习得效果较好,生理心理机制有较大改善;(4)在努力发展各翻译能力的同时,有意识使用发展的翻译策略能力与工具能力去弥补其他子能力的不足。 相似文献
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本文在标记关联理论和原型范畴理论框架内探讨汉语早期儿童“了”的习得内涵,认为事态变化标记Le2和体标记Lel都与时间意义存在标记关联：当Le2和Lel表示“过去”意义时是时间意义与事态变化意义和体意义的无标记关联,并且Le2和Lel表示“过去”意义是它们的原型意义;否则为时间意义与事态变化意义和体意义的有标记关联,并且非“过去”意义是k2和Lel的非原型意义。本文对三名汉语早期儿童使用的“了”做了穷尽性统计研究,发现：1．早期儿童习得的“了”,无论是Le2还是Lel意义都比较单纯,是各自的原型意义;2．Le2和Lel都基本表达过去时意义,这意味着早期儿童已经具备了时间知识,“了”是汉语早期儿童最早使用的时间意义标记;3．早期儿童先习得Le2,后习得Lel,说明早期儿童对时间范畴的习得是从整体到局部的,其方向由外向内,即先习得外在时间结构,后习得内在时间结构。我们认为：儿童语言习得情况一方面可以验证一些普遍的语法理论,另一方面也可以对某些习以为常的观点进行修正。 相似文献
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运用分类法、调查研究法、个案纵向观察法和数理统计法,对两名1-2岁儿童长期跟踪观察得到的语料做分析,试图找出1-2岁儿童早期副词使用的总体状况和习得特点,并探究其原因。研究发现：儿童早期副词中使用频率最高的是否定副词,其次是程度副词。否定副词中使用频率最高的为＂不＂,程度副词中＂还＂的使用频率最高。文章认为,儿童早期副词习得与语言输入及儿童的认知心理发展程度有关。 相似文献
6.
张元元 《宁波教育学院学报》2014,(5):89-91
儿童语言习得与第二语言习得都属于语言习得范畴,但习得所花费的时间与精力以及最终达到的水平却相差甚远。本文通过研究和分析儿童语言习得的过程,找出儿童语言习得过程中适用于二语教学的方法和策略,并通过具体事例进行阐述,希望对二语教学有所帮助。 相似文献
7.
运用个案跟踪调查法、数理统计法、文献资料法,对长沙两名1至4岁说汉语儿童进行长期跟踪调查,结合语料分析儿童关联词语习得的类型、时间和特点,并从心理基础和语言基础两方面对儿童关联词语习得的因素进行剖析,以促进儿童复合句的发展,为儿童早期语言能力训练提供指导. 相似文献
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马玉夏 《绵阳师范学院学报》2007,26(7):150-154
Halliday(1985/1994)提出的语法隐喻理论为儿童语言习得提供了一个新视角。语法隐喻对儿童意义潜势的发展意义重大,是其语法能力提高的一个重要标志。本文在回顾Halliday有关语法隐喻及其个体发展研究的基础上,着重评述Painter(2003),Torr(2003)和Derew ianka(2003)等采用纵向研究的方法对英语国家儿童母语习得过程中语法隐喻个体发展情况的实证研究,以探讨儿童语法隐喻习得的规律。 相似文献
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运用调查法、文献资料法、数理统计等方法对两名说汉语儿童从1岁到4岁进行长期跟踪调查研究,根据儿童的认知能力和语言能力,把儿童疑问句习得过程划分为四个阶段,对各阶段所获数据进行早期儿童疑问句习得的形式研究分析,结果显示各个阶段儿童的疑问形式凸显不一样,这表明儿童早期的疑问句习得受到认知能力和语言能力的限制。 相似文献
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本文运用自然语料,探讨了普通话儿童早期关于动词后情态知识的发展。在儿童早期语法中,动词后情态的始现要比动词前情态晚;儿童开始运用动词前/后情态词来表达＂估计、有可能、有能力＂的时间大概相当;表动词后情态的否定式在始现时间上比肯定式早,在使用频率上比肯定式高;儿童02;05之前使用频率最高的结构是＂V1（动作性动词）-不/得-V2（静止性动词）＂;儿童获得否定与情态的辖域知识会经历一定的困难。从跨语言习得研究的角度看,普通话儿童情态知识的发展过程表现出一定的共性和特性;从语言历时发展的角度看,儿童语言情态知识的成熟过程与普通话中情态体系的历史演变存在相似之处。 相似文献
11.
文章通过对两名说汉语儿童1～4岁长期跟踪观察获得的语料进行分析,发现4岁前儿童已具备基本的时间意识,但仅能习得其中较为典型的类型。从＂了＂字表示完成和表示事态变化两种不同含义的角度,揭示说汉语儿童早期时间意识是从＂了＂开始的,得出＂了＂的习得过程、特点及规律,并从认知和心理方面分析影响＂了＂的习得和影响儿童早期时间范畴习得的原因,以期对儿童早期母语教育提供借鉴和帮助。 相似文献
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左脑半球作为语言中枢，在青春期以前是语言习得的必要条件，但其功能在青春期以后却迅速消退，而只具有初步语言能力的右脑半球将处理所有语言信息，环境这一外在因素给语言习得提供了观察和模仿的机会，同时外部世界的不可知性刺激了儿童与外界交流的欲望也加速了语言习得的步伐。 相似文献
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Relations of parenting and temperament to Chinese children's experience of negative life events, coping efficacy, and externalizing problems 总被引：1，自引：0，他引：1
The relations of parenting and temperament (effortful control and anger/frustration) to children's externalizing problems were examined in a 3.8-year longitudinal study of 425 native Chinese children (6–9 years) from Beijing. Children's experience of negative life events and coping efficacy were examined as mediators in the parenting- and temperament-externalizing relations. Parents reported on their own parenting. Parents and teachers rated temperament. Children reported on negative life events and coping efficacy. Parents, teachers, children, or peers rated children's externalizing problems. Authoritative and authoritarian parenting and anger/frustration uniquely predicted externalizing problems. The relation between authoritarian parenting and externalizing was mediated by children's coping efficacy and negative school events. The results suggest there is some cross-cultural universality in the developmental pathways for externalizing problems. 相似文献
15.
3-6岁幼儿处于语言发展的关键期,这一阶段的幼儿认知结构中知觉成分占主导,其思维方式表现为直观形象思维。打比方是幼儿园语言教学中常用的一种方法,这种方法对幼儿具有重要的语言教育价值:打比方为幼儿创造良好的语言环境,有助于其语言的习得;打比方符合幼儿思维发展特点,有益于其学习支架的搭建。在幼儿园语言教学中运用打比方具体体现为:打比方以幼儿已有生活经验为支架加深幼儿记忆,化未知为已知;依靠灵活多变的教学方法激发幼儿兴趣,化抽象为具体;创设具体情境降低知识难度,化深奥为浅显;寓创造于活动之中活跃课堂氛围,化平淡为生动。幼儿园教师在语言教学过程中,要善于巧妙运用打比方,如此方能产生好的教学效果。 相似文献
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In this study, we investigated how the temporal order and variability of events influence 3- and 5-year-old children's developing event representations. Children participated in 3 different events: a logical-invariant (making fundough), a logical-variable (shape collage), and an arbitrary-invariant (sand play) event. At each age, half of the children experienced the events once prior to recalling the events both verbally and behaviorally; the other half experienced the events 4 times, recalled the events verbally after each experience, and behaviorally reenacted the events only after the last experience. Children verbally recalled more and organized their recall better for the logical events than for the arbitrary event, and these differences remained stable with increasing experience. The sequencing of behavioral recall was also more accurate for the logical events than for the arbitrary event across age and condition, but amount of recall did not differ, with one exception. 3-year-old children in the single experience condition recalled less about the variable event than the invariant events. The results indicate that both the structure of the event and children's representational capabilities influence children's developing representations of events. 相似文献
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中国手语和汉语双语教育初探 总被引：5，自引：7，他引：5
本文描述中国手语和汉语双语教育的含义、两种模式和实施聋儿双语教育的基本条件。中国手语对聋儿早获得汉语语言、生活知识和交往经验方面具有积极的作用。 相似文献
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In line with theories that children's pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5½-year-old children and their mothers participated in interviews about children's imaginary companions. Children also completed language and narrative assessments. Twenty-three of the children (48%) were deemed to have engaged in imaginary companion play. Children with and without imaginary companions were similar in their vocabulary skills, but children with imaginary companions told richer narratives about a storybook and a personal experience compared to children without imaginary companions. This finding supports theories of a connection between pretend play and storytelling by the end of early childhood. 相似文献
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This study examined how child and family factors affect individual differences in the language development of African American children between 18 and 30 months of age. Participants were 87 African American children, primarily from low-income families. Children's vocabulary and grammatical skills were assessed at 18, 24, and 30 months of age using the short form of the MacArthur Communicative Development Inventory (CDI), a standardized parent report tool. Standardized language tests were administered repeatedly between 1 and 3 years of age. Results showed that children's vocabulary and utterance length grew linearly over time between 18 and 30 months of age. Children from more stimulating and responsive homes were reported to have larger vocabularies, to use more irregular nouns and verbs, and to use longer utterances, in addition to having more rapid rates of acquisition of irregular forms and longer utterances over time. Girls used longer utterances than boys and more irregular forms. Girls also had larger vocabularies in a secondary analysis that eliminated children whose parent report of their vocabulary was substantially lower than children's scores on a standardized language test. There are indications that some parents may be under-reporting their children's early vocabulary and grammatical development, with a high proportion of the parents reporting their child's 30 month vocabulary and grammatical development as being at or below the 10th percentile according to the CDI norms. 相似文献
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唐敏 《佳木斯教育学院学报》2012,(9):247+249
儿童语言发展源于认知,认知的发展对于儿童语言发展有促进作用。本文通过分析儿童认知语言发展过程的规律,正确看待儿童母语对于二语习得的正负迁移影响,探讨在儿童语言关键期培养儿童第二语言习得方法,这对儿童的大脑发育、语言表达以及认知能力发展都能起到促进作用。 相似文献