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在两个话语背景下,学龄前儿童的时间和因果联系的发展标记:来自法语语言的数据
Emmanuelle Canut1, Morgane Jourdain2,3, Christine Bocéréan4
1Université de Lille, Domaine Universitaire du Pont de Bois, 59650, Villeneuve d'Ascq, France. emmanuelle.canut@univ-lille.fr.
3-5岁的儿童使用.
科学领域:
- 发展心理语言学
- 语言获取语言的获取.
- 语文学的语料库.
背景情况:
- 了解儿童如何获得复杂的语言结构对于发展心理学至关重要.
- 获取因果关系 ('parce que' - 因为) 和时间关系 ('quand' - 什么时候) 是语言发展的一个关键领域.
- 话语背景 (对话与叙述) 可能会影响这些连接器的使用.
研究的目的:
- 调查3-5岁儿童对"因为"和"何时"的学习情况.
- 确定话语类型是否影响儿童语言中这些连接词的语义功能和语法上下文.
- 分析儿童和成年人语言使用与这些连接的关系.
主要方法:
- 集体研究使用TCOF集体中90名儿童的数据.
- 分析了330个"parce que"和116个"quand"的儿童和他们的成年同行发言.
- 使用Debaisieux和Benzitoun的框架编码的语义值.
主要成果:
- 儿童在不同的语法语境中使用"parce que"和"quand",并根据话语类型使用不同的语义价值.
- 儿童和成人发言的属性之间存在于两个连接器之间的相关性.
- 重复,特别是叙述中相同的重复,随着年龄的增长而增加,这表明叙事输入有助于年长儿童的语言发展.
结论:
- 话语类型显著影响儿童早期使用因果和时间连接器.
- 成年人的投入和儿童的生产是相关的,这表明了社会学习机制.
- 叙事输入的复杂性更有效地支持老年儿童 (5岁) 的语言发展.
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