作　　者： ; ; ; ;

机构地区： 湖南大学外国语与国际教育学院

出　　处： 《华文教学与研究》 2013年第1期10-18,共9页

摘　　要： 本研究通过考察正常儿童和特殊语言障碍(Specific Language Impairment,简称SLI)儿童"把"字句的习得情况发现,汉语普通话SLI儿童在习得"把"字句中存在语法缺损现象,具体表现为:(1)汉语SLI儿童在"把"字句产出、理解和模仿方面都不如年龄相当组儿童(Typically-Developing Age Matched Children,简称TDA),但与语言能力相当组儿童(Typically-Developing YoungerChildren,简称TDY)之间没有显著性差异。(2)在三类不同述补结构的"把"字句产出、理解以及模仿方面,SLI儿童表现最好的是带结果补语的"把"字句,其次是趋向补语和处所补语,然而SLA儿童整体上的表现都不如TDA儿童。(3)在"把"字句中施事和受事的产出和理解上,TDA儿童表现得最好,其次是TDY和SLI儿童。 By exploring the acquisition of ba-Construction by normal children and children with SLI （Specific Language Impairment） , the present paper found that there were grammatical deficits of ba-Construction by Mandarin-speaking children with SLI. Specifically, it can be shown as follows： （1） Mandarin-speaking children with SLI were not as good as TDA children （Typically-Developing Age Matched children） in production, comprehension and imitation of ba-Construction, but there was no significant difference between SLI children and TDY children （Typically-Developing Younger Children）. （2） SLI children performed best in production, comprehension and imitation of ba-Construction with RC （result complement）, then followed by ba-Construction with TC （tendency complement） and LC （location complement）. However, their overall performance was not as good as that of TDA children. （3） TDA children were the best in both production and comprehension of the patient and the agent of ba-Construction, and then followed TDY children and SLI children.

关 键 词： 汉语 特殊语言障碍 儿童 把 字句 习得

领　　域： [语言文字] [语言文字]