摘要
目前学界对学龄前儿童语篇搭桥能力发展的研究多集中在印欧语母语背景儿童,很少对汉语母语儿童进行考察。本研究设计了两个真值判断任务,考察三至五岁汉语儿童如何将有定的限定词短语和反身代词“自己”与其各自的先行词进行语篇搭桥,以及他们的搭桥能力如何发展。结果显示,汉语儿童从三岁起就能够进行上述两类搭桥,且该能力在四岁时进入平稳发展阶段。儿童的搭桥表现受到非语言认知因素的影响,在需要调用较少认知加工资源的条件下,儿童的搭桥表现得到显著提高。学龄前汉语儿童语篇搭桥能力的发展反映了语言知识与非语言认知因素在儿童语言习得中的互动。
Most previous research on the development of discourse-relevant bridging abilities focus on Indo-European children,with few focusing on Chinese children.We design two truth-value judgment tasks,one investigating how 3-to-5-year-old Chinese children build a bridge between a definite determiner phrase and its antecedent,and the other examining how they do so with the reflexive ziji(self)and its antecedent.The results reveal that they can successfully build a bridge between the definite determiner phrase,the reflexive ziji,and their respective antecedents from the age of three,and they do not reach a steady developmental stage until the age of four.Children's performance in bridging tasks was affected by nonlinguistic cognitive factors.More specifically,in situations where fewer processing resources are required,children's performance is significantly enhanced.Development of discourse-relevant bridging abilities in preschool children reflects the interaction between linguistic knowledge and nonlinguistic cognitive factors in child language acquisition.
作者
谢媛
周鹏
XIE Yuan;ZHOU Peng(Department of Foreign Languages and Literatures,Tsinghua University,Beijing 100084,China;School of International Studies,Zhejiang University,Hangzhou 310058,China)
出处
《外语教学与研究》
CSSCI
北大核心
2023年第4期556-569,640,共15页
Foreign Language Teaching and Research
基金
马惠敏教授主持的国家自然科学基金重点项目“不确定环境下小样本认知学习与目标识别理论和方法”(U20B2062)的资助。
