导　　师： 何晓炜

学科专业： 050211

授予学位： 硕士

作　　者： ;

机构地区： 广东外语外贸大学

摘　　要： 国外研究发现，特殊型语言障碍/(SLI/)儿童情态动词习得有困难，其主要表现在情态动词省略方面。然而，目前国内还没有普通话SLI儿童情态动词习得的相关研究。本文将尝试探讨普通话SLI儿童情态动词的习得状况。 来自长沙、广州、合肥及新乡的36名儿童参与了此次自发语料的收集，其中12名SLI儿童通过相关量表确认，另外12名正常儿童为其年龄匹配/(TDA/)组，该组同时并与SLI儿童在性别上一一匹配；12名正常儿童为其语言能力匹配/(TDY/)组，与SLI儿童在性别及平均句长/(MLU/)上一一匹配。本研究考察了儿童自发语料中情态动词的使用。所选情态动词“会”和“要”及其语义均为正常儿童在三岁前习得。通过SPSS17.0分析数据结果，本文得到以下发现：1）SLI儿童情态动词产出频率与TDY儿童非常接近，却与同龄TDA儿童存在明显差异。与TDA儿童组相比，SLI儿童倾向于使用表意愿及能力的动力情态，却较少使用表确定性及不确定性的认知情态。2）SLI儿童所产出的含情态动词的句式多为简单句式结构，相比而言，正常儿童的情态句式表达则更完整丰富。3）SLI儿童汉语情态动词表达存在困难，主要表现为情态动词的省略，并与正常儿童存在显著差异。 基于以上发现，本文对造成普通话SLI儿童情态动词省略现象的原因进行了探讨。/(1/)我们认为汉语普通话SLI情态动词句法移位加大其语言加工难度；/(2/)根据语法保守论/(GC/)，儿童在自发语料中倾向于省略自己不确定的语法结构。因此SLI儿童会倾向于省略情态动词，而不是使用错误的情态动词；/(3/) SLI儿童认知情态动词使用困难，可以用“推导复杂性理论/(DCM/)”来解释。根据此理论，SLI儿童在习得复杂结构要比简单结构更困难。 本文证实了国外学者对其它语言SLI儿童情态动词习得的研究结论，普通话SLI儿童在情态动词的使用上也存在困难，且他们的主要错误类型也是情态动词的省略。情态动词省略可以作为SLI儿童的临床诊断的标志之一。本研究在普通话儿童情态动词习得研究方面的探讨，丰富了国内汉语普通话SLI的研究成果，对普通话SLI儿童语言习得的深入研究具有重要的理论意义，对这类儿童的诊断及矫治具有实用参考价值。 Foreign studies have reported that Specific Language Impairment /(SLI/) children’serrors in modal uses are mainly reflected in modal omission pattern. Nevertheless, tomy best knowledge, no study has been documented on the acquisition of modal formsby Mandarin-speaking children. The current study is to describe and explore the useof modal forms by Mandarin-speaking children with SLI. Thirty-six Mandarin-speaking children who are selected from four cities, namelyChangsha, Guangzhou, Hefei and Xinxiang have participated in my research:12specific language impairment /(SLI/) children who are selected through a series ofstandardized tests;12Typically-Developing-Age-Matched /(TDA/) group namely agecontrols; and12Typically-Developing younger children /(TDY/) namely languageability controls /(MLU-matched/). Production of modal auxiliaries has beeninvestigated through spontaneous language samples. The modal uses of three groupshave been compared in regard to the frequency of usage of the modal verbs:要yao‘want, must’ and会hui ‘know how, may’, which have been acquired by normalchildren before three years old. SPSS17.0has been adopted to analyze the collecteddata. The following results are found. First, a significant group difference is revealedbetween the SLI and TDA groups in the language samples for modal forms, but nogroup difference exists between SLI and TDY groups. Compared with the children inTDA group, SLI children focus on the dynamic modals expressing the notions ofdesires and ability with scarce uses of epistemic modals expressing the notions ofcertainty and uncertainty. Second, the modals that SLI children produce are in simpleconstructions, while TDA’s modal utterances are in much complicated ones. Third, children with SLI have significantly lower frequency of correct modal uses comparedwith both control groups, with omissions of modal verbs as the primary error type. Based on the results, the current study proposes a tentative analysis of SLIchildren’s difficulties in acquiring modal verbs. Specifically, the ideas are:/(i/) thesyntactic complexity involves syntactic movement in modal utterances causing thedifficulty for children with SLI to acquire modal verbs which are located higher thanlexical main verbs in the tree diagram;/(ii/) SLI children are Grammatical Conservative/(GC/), according to which children do not make productive, spontaneous use of a newsyntactic structure until they have both determined that the structure is permitted inthe adult language, and identified the adults’ grammatical basis for it. Thus, themajority of SLI children’s modal errors are modal omissions instead of the generalovert modal errors in their spontaneous speeches;/(iii/) SLI children’s limitation inacquiring epistemic modal uses can be accounted for by the DCM /(DerivationalComplexity Metric/), according to which SLI children have difficulties in theacquisition of the more complex structure and more syntactic movement. Sinceepistemic modals undergo more complex derivation, it could induce particulardifficulty for SLI children. The present study takes an initial step in exploring this particular topic on theacquisition of modal verbs in Mandarin-speaking children with SLI. Overall, theresults of this study support foreign studies indicating that SLI children may havedeficits in modals uses and the primary errors are modal omissions. Modal verbomissions can be regarded as part of a clinical marker for diagnosing SLI children.Moreover, the study may enrich the acquisition studies of Chinese modal verbs andshed new light to the nature of SLI children’s deficits in modal uses.

关 键 词： 特殊型语言障碍 语言习得 情态动词

分 类 号： [H193.1]

领　　域： [语言文字]