摘要
本文详尽考察了三名汉语儿童04;06岁前双及物结构式的历时发展过程,发现儿童双及物结构式的习得过程极为一致,都先从"给"字双及物结构式开始,并依次经历了独词、"给+R"和双及物结构式几个关键习得阶段。通过特定年龄段儿童产出数据和输入数据,我们发现输入的时量特征与产出的时序特征并非完全对应,用基于互动使用的频率特征对儿童该结构式的习得特征进行解释不够充分,而用生成语法的句法推导分析能较好解释三名儿童该结构式的习得过程,即"R"的标示语属性和"给+R+O"生成的多次移位是前者优先习得、后者延后习得的原因。不过,我们认为双及物结构式的习得特征不能用单一的理论来解释,先天因素、互动输入及认知功能因素都与句法结构的习得有关,其中历时发展过程遵从先天的蓝图,同时也规定了输入在何时起作用。儿童对双及物结构式的整体习得数据支持双及物结构式基于典型动词的概念投射基础生成的结论,也证明双及物结构式是一个原型范畴,给予义是该构式的典型意义。本文认为,四岁汉语儿童的双及物结构式在句法上已基本成熟,某些非现时域双及物结构式没有产出不是句法问题,而是生活经验所致。
This paper is a comprehensive investigation of the natural developmental process of Mandarin ditransitive constructions in early childhood.It is based on the analysis of longitudinal data from three Mandarin-speaking children aged less than 04;06 years.It finds that the developmental sequence of children s acquisition of ditransitive constructions starts with the“GEI”ditransitive construction,and is followed successively by several key stages of development.The exhaustive count and quantitative analysis of the output and input data concerning the children at a certain age indicates that the time and quantity features of the input data do not completely correlate with those of the output data,as evidenced by the example of the“GEI+R+O”construction,which has an earlier input time and greater input quantity but an obviously delayed output result.For this reason,the usage-based interactive frequency approach is inadequate for explaining children s developmental features of this construction.Therefore,we adopt the syntactic derivation analysis of generative grammar to account for the developmental process of those three children s acquisition of ditransitive constructions.We believe the reason why the“GEI+R”construction develops prior to many other single-argument“GEI”constructions is due to the R s attribute as a specifier.That is,the verb should be merged with specifiers first.We think that EPP as a universal principle is innate and plays a significant role in the initial stage of syntactic development.We also believe the reason why the“GEI+R+O”construction emerges after many other double-argument“GEI”constructions is that multiple movements are needed to generate the ditransitive construc￣tions whereas only one movement,other than the innate specifier(i.e.the subject),is required for the generation of“S+V+O”double-argument construction.However,the developmental features of ditransitive constructions cannot be explained by a single theory,because the acquisition of syntactic structures has much to do with the innate acquisition route,the interactive input,and the cognitive functions.The acquisition process seems to follow a priori blueprint,with the interactive input in the experience bringing it to a successful realization.When the prototypical verb“GEI”-based ditransitive construction is acquired,children are able to extend their acquisition by means of observing the category extension mechanism.From the general perspective of children s acquisition of ditransitive constructions,it can be concluded,as supported by the data of this ontological study,that the generation of ditransitive constructions is based on the projection of the meaning of prototypical verbs,rather than a kind of syntactic transformation of dative construction.As a prototype category,prototypical meaning of the ditransitive construction is“to give”(i.e.“to cause to accept”or“to possess”).This study shows that four-year-old Mandarin-speaking children have fundamentally developed ditransitive constructions in their syntax,and that the absence of certain non-present domain ditransitive constructions is not a syntactic problem but rather is due to the lack of experience.
作者
张云秋
高亮
王琛
ZHANG Yunqiu;GAO Liang;WANG Chen
出处
《当代语言学》
CSSCI
北大核心
2018年第3期334-356,共23页
Contemporary Linguistics
关键词
汉语儿童
双及物结构式
语言习得
Mandarin-speaking children
ditransitive construction
language acquisition
作者简介
第一作者简介张云秋,女,博士,首都师范大学文学院教授。研究兴趣:语言习得、汉语认知语法。代表作:《现代汉语受事宾语句研究》《汉语儿童早期语言的发展》。电子邮件:zhangyunqiu@solcnu.net。北京市海淀区西三环北路83号100089。;高亮,首都师范大学文学院,E-mail:2259836931@qq.com。;王琛,首都师范大学文学院,E-mail:13031094712@163.com。
