江苏城区1~6岁儿童副词发育特征

Characteristics of adverbs developmentat in children aged 1 to 6 in Jiangsu urban areas

目的对1~6岁儿童副词发育特征进行分析,初步探讨儿童常见副词理解和表达的发育顺序和特征。方法2014年12月—2015年9月在江苏4个城市采样1093名儿童,运用《1~6岁儿童语言发育测评量表》中副词测试部分对其进行测试,分析各类副词理解与表达在各年龄组的正确率,并以百分位数P50作为儿童习得某一语言的标准。结果(1)各类副词的理解和表达均随年龄增长呈增加趋势,多数副词的理解和表达在2~4岁呈现快速增长的趋势;4岁后趋于平稳;(2)各类副词表达中,否定副词发展较早,范围副词出现最晚,时间副词和程度副词介于之间;而同一类副词理解习得时间会出现较大差异;(3)副词表达各年龄组性别差异均无统计学意义(P>0.05),仅个别低年龄组副词理解的性别差异有统计学意义(χ^(2)=7.290、5.552、7.836、4.124、15.490,P<0.05)。结论1~6岁儿童副词理解和表达发育具有一定的习得顺序和规律,其可为促进正常儿童语言发育及语言落后儿童的干预提供参考。

Objective To discuss the developmental sequence and characteristics of children's understanding and expression of common adverbs by analyzing the developmental characteristics of adverbs used by children aged 1 to 6.Methods A total of 1093 children were sampled from four cities in Jiangsu Province.The adverb test,adopted from the Language Development Scale for Children Aged 1-6,was used to assess their understanding and expression of various adverbs.The correct rate of understanding and expression of adverbs in different age groups was analyzed,with the 50th percentile as the standard for language acquisition.Results (1)The understanding and expression of adverbs generally increased with age,with a rapid increase observed between two years old and four years old,followed by a leveling-off after four years old.(2)Negative adverbs developed earlier,while scope adverbs appear late,and time adverbs and adverbs of degree fell in between.However,the age at which children understand the same type of adverb varies greatly.(3)Gender differences in adverb understanding were statistically significant in certain young age groups(χ^(2)=7.290,5.552,7.836,4.124,15.490,P<0.05),while gender difference in adverb expression in all age groups had no statistical significance(P>0.05).Conclusions The understanding and expression of adverbs in children aged 1 to 6 follow specific acquisition sequences and rules.This provides a reference for promoting the language development of typically developed children and intervening in children with language delays.