學術產出-Theses
Article View/Open
Publication Export
-
題名 兒向語語法複雜性與詞彙使用的縱向與橫向研究
Grammatical Complexity and Vocabulary of Child Directed Speech: A Longitudinal and Cross-sectional Study作者 張淑丰
Chang, Shu-Feng貢獻者 黃瓊之
Huang, Chiung-Chih
張淑丰
Chang, Shu-Feng關鍵詞 兒向語
語法複雜性
詞彙使用
兒童語言發展階段
Child-directed speech
Grammatical complexity
Vocabulary
Developmental stages of child language日期 2022 上傳時間 2-Sep-2022 14:37:52 (UTC+8) 摘要 過去比較兒向語特徵的相關研究多著重於不同語言發展階段的兒童做探討。然而，較少研究探討不同前語言發展階段的兒童以及跨前語言發展階段到語言發展階段的兒童。因此，本論文旨在了解兒童在不同前語言發展階段以及跨前語言發展階段到語言發展階段時，兒向語特徵比較的差異。研究問題如下：(一) 針對年齡較大和較年幼的兒童，兒向語在語法複雜性和詞彙使用方面有何不同？ (二) 針對同一位兒童歷時的研究，兒向語在語法複雜性和詞彙使用方面有何不同？研究語料來自兩個家庭的自然對話，每個家庭包含一位母親及兩位兒童。每一次的錄影過程中，母親分別先和語言發展階段的兒童互動，再和前語言發展階段的兒童互動。語料蒐集分成兩次，兩次的錄影時間間隔四個月。本論文為縱向與橫向研究。研究框架主要採用Snow (1972)、Rowe (2012)、Phillips (1973)的分析方式。研究結果發現在橫向研究中，當兒童在前語言發展階段時，兒向語的語法複雜性以及詞彙使用的數量、多樣性會下降；反之，當兒童在語言發展階段時，兒向語的語法結構較複雜，詞彙使用的數量也會增加。在縱向研究中，當兒童兩次錄影為不同語言發展階段時，和橫向研究有相似的結果。然而，當兒童兩次錄影為不同前語言發展階段以及跨前語言發展階段到語言發展階段時，卻有不同的結果。另外，本研究亦就兒童的不同語言學習發展階段解釋這些差異。
Previous studies have compared the features of CDS directed to children who were at different linguistic stages. However, few studies have targeted CDS at different pre-linguistic stages and across pre-linguistic stage to linguistic stage. The present study aimed to see how CDS differs during and between the aforementioned stages. The research questions are: (1) How does CDS directed to older and younger children differ in terms of grammatical complexity and vocabulary? (2) How does CDS directed to the same child differ across time in terms of grammatical complexity and vocabulary?The present study examined CDS production in natural conversations produced by two families. Each family consisted of a mother and her two children. The mother interacted with her older child of linguistic stage and interacted with her younger child of pre-linguistic stage respectively. Two recording sessions were conducted on separate days over four months. This research was longitudinal and cross-sectional. The mothers’ performances of CDS were analyzed based on the frameworks of Snow (1972), Rowe (2012), and Phillips (1973).The results showed a decreased grammatical complexity and decreased word quantity and quality of CDS directed to younger children of pre-linguistic stage, while more complex structures and more words of CDS were directed to older children of linguistic stage in the cross-sectional study. In the longitudinal study, there were similar results when children were at different linguistic stages in two recording sessions. However, the results were different when children were at different pre-linguistic stages and across pre-linguistic stage to linguistic stage in two recording sessions. Moreover, this present study also contributed to explaining these differences in terms of children’s different developmental stages of language learning.參考文獻 Adams, C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry, 43, 973-987.Bernstein, B. A. (1970). Sociolinguistic approach to socialization: with some reference to educability. In F. Williams (Ed.), Language and poverty: perspectives on a theme. Chicago: Markham.Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. Cambridge: Cambridge University Press.Broen, P.A. (1972). The verbal environment of the language-learning child. ASHA Monographs, No. 17. American Speech and Hearing Association: Washington, DC.Broesch, T. L., & Bryant, G. A. (2015). Prosody in infant-directed speech is similar across western and traditional cultures. Journal of Cognition and Development, 16(1), 31–43.Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press.Cameron-Faulkner, T., Lieven, E., & Tomasello, M. (2003). A construction based analysis of child directed speech. Cogntive Science, 27, 843–873.Chung, K. S. (2006). Mandarin compound verbs [Adobe Digital Editions version]. Retrieved from http://tci.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclresource&s=id=%22SA10000000199%22.&searchmode=basic&tcihsspage=tcisearch_opt1_searchClark, E.V. (2016). First language acquisition, 3rd ed. Cambridge: Cambridge University Press.Cooper, R. P., & Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61, 1584–1595.Cross, T. (1977). Mothers’speech adjustments: The contribution of selected child listener variables. In: Catherine Snow – Charles Ferguson (eds.), 199-214.Ferguson, C. A. (1977). Baby talk as a simplified register. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 209-235). Cambridge: Cambridge University Press.Fernald, A., Taeschner, T., Dunn, J., Papousek, M., de Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers` and fathers` speech to preverbal infants. Journal of Child Language, 16, 477-501.Foursha-Stevenson, C., Schembri, T., Nicoladis, E., & Eriksen, C. (2016). The influence of child-directed speech on word learning and comprehension. Journal of Psycholinguistic Research (Advance Online Publication).Gottfried, H. W., & Gottfried, A. E. (1984). Home environment and cognitive development in young children of middle-socioeconomic-status families. In H. W. Gottfried (Ed.), Home environment and early cognitive development: Longitudinal research (pp. 329–342). Orlando, FL: Academic Press.Greiser, D. L., & Kuhl, P. (1988). Maternal speech to infants in a tonal language: Support for universal prosodic features in motherese. Developmental psychology, 24, 14-20.Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.Heath, S.B. (1983). Ways with words. Cambridge: Cambridge University Press.Hess, R. D., & Shipman, V. C. (1965). Early experience and the socialization of cognitive modes in children. Child Development, 36, 869-886.Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418-433.Kennison, S.M. (2014). Introduction to language development. California, CA: SAGE Publications, Ltd.Ma, W.Y., & Chen, K. J. (2003). Introduction to CKIP Chinese word segmentation system for the first international Chinese word segmentation Bakeoff, Proceedings of ACL, Second SIGHAN Workshop on Chinese Language Processing, pp168-171.Masataka, N. (1992). Pitch characteristics of Japanese maternal speech to infants. Journal of Child Language. 19, 213-223.Matthews, A. (1996). Linguistic development. Retrieved from https://aabs.files.wordpress.com/2007/03/childlinguisticdevelopment.pdfMatychuk, P. (2005). The role of child-directed speech in language acquisition: A case study. Language Sciences, 27(3), 301–379.Olim, E. (1970). Maternal language styles and the cognitive development of children. In F. Williams (Ed.), Language and poverty: perspectives on a theme. Chicago,IL: Markham.Phillips, J. R. (1973). Syntax and vocabulary of mothers` speech to young children: Age and sex comparisons. Child Development, 44,182-185.Piper, T. (1998). Language and learning: The home and school years. 2nd edn. Upper Saddle River, NJ: Prentice-Hall, Inc.Roberts, N. (2011). Child language - The theories and theorists. Retrieved from http://darstar74.blogspot.com/2011/01/child-language-theories-and-theorists.htmlRowe, M.L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83, 1762-1774.Sachs, J., Brown, R., & Salerno, R. A. (1976). Adults` speech to children. In W. von Raffler-Engel & Y. LeBrun (eds.), Baby talk and infant speech (special issue). Neurolinguistics, 5, 240-245.Schieffelin, B.B. (1979). Getting it together: An ethnographic approach to the study of the development of communicative competence. In E. Ochs & B.B. Schieffelin (eds.), Developmental pragmatics (73-108). New York: Academic Press.Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental psychology: Childhood and adolescence (First Canadian Edition). Scarborough, Ont: Nelson/Thomson Canada Ltd.Siegler, R.S., & Alibali, M.W. (2005). Children’s thinking (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.Skinner, B.F. (1953). Science and human behavior. Oxford, UK: Macmillan.Snow, C.E. (1972). Mothers` speech to children learning language. Child Development 43, 549-65.Snow, C. E. (1977). Mothers` speech research: From input to interaction. In C. Snow & C. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 31–49). Cambridge: Cambridge University.Snow, C.E. (1995). Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. The handbook of child language: The spoken language, early speech development, ed. by Paul Fletcher and Brian MacWhinney, 180-193. Cambridge, MA: Blackwell.Thiessen, E. D., Hill, E. A., & Saffran, J. R. (2005). Infant-directed speech facilitates word segmentation. Infancy, 7(1), 53–71.Urbanczyk, S. (2017). Phonological and morphological aspects of reduplication [Adobe Digital Editions version]. doi: 10.1093/acrefore/9780199384655.013.80Weizman, Z.O., & Snow, C.E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279.Werker, J. F., & McLeod, P. J. (1989). Infant preference for both male and female infant-directed talk: A developmental study of attentional and affective responsiveness. Canadian Journal of Psychology, 43, 230-246.Whyatt, B. (1994). Baby Talk—The language addressed to language-acquiring children: A review of the problem. Studia Anglica Posnaniensia, 29, 125-135Wills, D. (1977). Participants deixis in English and baby talk. In: Catherine Snow – Charles Ferguson (eds.), 271-297. 描述 碩士
國立政治大學
語言學研究所
105555010資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105555010 資料類型 thesis dc.contributor.advisor 黃瓊之 zh_TW dc.contributor.advisor Huang, Chiung-Chih en_US dc.contributor.author (Authors) 張淑丰 zh_TW dc.contributor.author (Authors) Chang, Shu-Feng en_US dc.creator (作者) 張淑丰 zh_TW dc.creator (作者) Chang, Shu-Feng en_US dc.date (日期) 2022 en_US dc.date.accessioned 2-Sep-2022 14:37:52 (UTC+8) - dc.date.available 2-Sep-2022 14:37:52 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2022 14:37:52 (UTC+8) - dc.identifier (Other Identifiers) G0105555010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141514 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 語言學研究所 zh_TW dc.description (描述) 105555010 zh_TW dc.description.abstract (摘要) 過去比較兒向語特徵的相關研究多著重於不同語言發展階段的兒童做探討。然而，較少研究探討不同前語言發展階段的兒童以及跨前語言發展階段到語言發展階段的兒童。因此，本論文旨在了解兒童在不同前語言發展階段以及跨前語言發展階段到語言發展階段時，兒向語特徵比較的差異。研究問題如下：(一) 針對年齡較大和較年幼的兒童，兒向語在語法複雜性和詞彙使用方面有何不同？ (二) 針對同一位兒童歷時的研究，兒向語在語法複雜性和詞彙使用方面有何不同？研究語料來自兩個家庭的自然對話，每個家庭包含一位母親及兩位兒童。每一次的錄影過程中，母親分別先和語言發展階段的兒童互動，再和前語言發展階段的兒童互動。語料蒐集分成兩次，兩次的錄影時間間隔四個月。本論文為縱向與橫向研究。研究框架主要採用Snow (1972)、Rowe (2012)、Phillips (1973)的分析方式。研究結果發現在橫向研究中，當兒童在前語言發展階段時，兒向語的語法複雜性以及詞彙使用的數量、多樣性會下降；反之，當兒童在語言發展階段時，兒向語的語法結構較複雜，詞彙使用的數量也會增加。在縱向研究中，當兒童兩次錄影為不同語言發展階段時，和橫向研究有相似的結果。然而，當兒童兩次錄影為不同前語言發展階段以及跨前語言發展階段到語言發展階段時，卻有不同的結果。另外，本研究亦就兒童的不同語言學習發展階段解釋這些差異。 zh_TW dc.description.abstract (摘要) Previous studies have compared the features of CDS directed to children who were at different linguistic stages. However, few studies have targeted CDS at different pre-linguistic stages and across pre-linguistic stage to linguistic stage. The present study aimed to see how CDS differs during and between the aforementioned stages. The research questions are: (1) How does CDS directed to older and younger children differ in terms of grammatical complexity and vocabulary? (2) How does CDS directed to the same child differ across time in terms of grammatical complexity and vocabulary?The present study examined CDS production in natural conversations produced by two families. Each family consisted of a mother and her two children. The mother interacted with her older child of linguistic stage and interacted with her younger child of pre-linguistic stage respectively. Two recording sessions were conducted on separate days over four months. This research was longitudinal and cross-sectional. The mothers’ performances of CDS were analyzed based on the frameworks of Snow (1972), Rowe (2012), and Phillips (1973).The results showed a decreased grammatical complexity and decreased word quantity and quality of CDS directed to younger children of pre-linguistic stage, while more complex structures and more words of CDS were directed to older children of linguistic stage in the cross-sectional study. In the longitudinal study, there were similar results when children were at different linguistic stages in two recording sessions. However, the results were different when children were at different pre-linguistic stages and across pre-linguistic stage to linguistic stage in two recording sessions. Moreover, this present study also contributed to explaining these differences in terms of children’s different developmental stages of language learning. en_US dc.description.tableofcontents Acknowledgements ivChinese Abstract vEnglish Abstract viiChapter I Introduction 1Chapter II Literature Review 62.1 Features and Theories of Child-Directed Speech 62.2 Universals of Child-Directed Speech 102.3 Grammatical Complexity and Vocabulary of Child-Directed Speech 112.4 Developmental Stages of Language Learning 132.4.1 Pre-linguistic and Linguistic Stages 142.4.2 Child-Directed Speech to Children at Different Developmental Stages 17Chapter III Methodology 193.1 Participants 193.2 Materials 203.3 Data Collection 203.4 Coding Scheme 213.4.1 Analytical Framework for Grammatical Complexity 223.4.2 Analytical Framework for Vocabulary 26Chapter IV Results 294.1 Cross-sectional Study of Grammatical Complexity and Vocabulary of CDS 294.2 Longitudinal Study of Grammatical Complexity and Vocabulary of CDS 39Chapter V Discussion 51Chapter VI Conclusion 56References 58Appendix I 61Appendix II 63 zh_TW dc.format.extent 1214210 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105555010 en_US dc.subject (關鍵詞) 兒向語 zh_TW dc.subject (關鍵詞) 語法複雜性 zh_TW dc.subject (關鍵詞) 詞彙使用 zh_TW dc.subject (關鍵詞) 兒童語言發展階段 zh_TW dc.subject (關鍵詞) Child-directed speech en_US dc.subject (關鍵詞) Grammatical complexity en_US dc.subject (關鍵詞) Vocabulary en_US dc.subject (關鍵詞) Developmental stages of child language en_US dc.title (題名) 兒向語語法複雜性與詞彙使用的縱向與橫向研究 zh_TW dc.title (題名) Grammatical Complexity and Vocabulary of Child Directed Speech: A Longitudinal and Cross-sectional Study en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adams, C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry, 43, 973-987.Bernstein, B. A. (1970). Sociolinguistic approach to socialization: with some reference to educability. In F. Williams (Ed.), Language and poverty: perspectives on a theme. Chicago: Markham.Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. Cambridge: Cambridge University Press.Broen, P.A. (1972). The verbal environment of the language-learning child. ASHA Monographs, No. 17. American Speech and Hearing Association: Washington, DC.Broesch, T. L., & Bryant, G. A. (2015). Prosody in infant-directed speech is similar across western and traditional cultures. Journal of Cognition and Development, 16(1), 31–43.Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press.Cameron-Faulkner, T., Lieven, E., & Tomasello, M. (2003). A construction based analysis of child directed speech. Cogntive Science, 27, 843–873.Chung, K. S. (2006). Mandarin compound verbs [Adobe Digital Editions version]. Retrieved from http://tci.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclresource&s=id=%22SA10000000199%22.&searchmode=basic&tcihsspage=tcisearch_opt1_searchClark, E.V. (2016). First language acquisition, 3rd ed. Cambridge: Cambridge University Press.Cooper, R. P., & Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61, 1584–1595.Cross, T. (1977). Mothers’speech adjustments: The contribution of selected child listener variables. In: Catherine Snow – Charles Ferguson (eds.), 199-214.Ferguson, C. A. (1977). Baby talk as a simplified register. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 209-235). Cambridge: Cambridge University Press.Fernald, A., Taeschner, T., Dunn, J., Papousek, M., de Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers` and fathers` speech to preverbal infants. Journal of Child Language, 16, 477-501.Foursha-Stevenson, C., Schembri, T., Nicoladis, E., & Eriksen, C. (2016). The influence of child-directed speech on word learning and comprehension. Journal of Psycholinguistic Research (Advance Online Publication).Gottfried, H. W., & Gottfried, A. E. (1984). Home environment and cognitive development in young children of middle-socioeconomic-status families. In H. W. Gottfried (Ed.), Home environment and early cognitive development: Longitudinal research (pp. 329–342). Orlando, FL: Academic Press.Greiser, D. L., & Kuhl, P. (1988). Maternal speech to infants in a tonal language: Support for universal prosodic features in motherese. Developmental psychology, 24, 14-20.Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.Heath, S.B. (1983). Ways with words. Cambridge: Cambridge University Press.Hess, R. D., & Shipman, V. C. (1965). Early experience and the socialization of cognitive modes in children. Child Development, 36, 869-886.Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418-433.Kennison, S.M. (2014). Introduction to language development. California, CA: SAGE Publications, Ltd.Ma, W.Y., & Chen, K. J. (2003). Introduction to CKIP Chinese word segmentation system for the first international Chinese word segmentation Bakeoff, Proceedings of ACL, Second SIGHAN Workshop on Chinese Language Processing, pp168-171.Masataka, N. (1992). Pitch characteristics of Japanese maternal speech to infants. Journal of Child Language. 19, 213-223.Matthews, A. (1996). Linguistic development. Retrieved from https://aabs.files.wordpress.com/2007/03/childlinguisticdevelopment.pdfMatychuk, P. (2005). The role of child-directed speech in language acquisition: A case study. Language Sciences, 27(3), 301–379.Olim, E. (1970). Maternal language styles and the cognitive development of children. In F. Williams (Ed.), Language and poverty: perspectives on a theme. Chicago,IL: Markham.Phillips, J. R. (1973). Syntax and vocabulary of mothers` speech to young children: Age and sex comparisons. Child Development, 44,182-185.Piper, T. (1998). Language and learning: The home and school years. 2nd edn. Upper Saddle River, NJ: Prentice-Hall, Inc.Roberts, N. (2011). Child language - The theories and theorists. Retrieved from http://darstar74.blogspot.com/2011/01/child-language-theories-and-theorists.htmlRowe, M.L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83, 1762-1774.Sachs, J., Brown, R., & Salerno, R. A. (1976). Adults` speech to children. In W. von Raffler-Engel & Y. LeBrun (eds.), Baby talk and infant speech (special issue). Neurolinguistics, 5, 240-245.Schieffelin, B.B. (1979). Getting it together: An ethnographic approach to the study of the development of communicative competence. In E. Ochs & B.B. Schieffelin (eds.), Developmental pragmatics (73-108). New York: Academic Press.Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental psychology: Childhood and adolescence (First Canadian Edition). Scarborough, Ont: Nelson/Thomson Canada Ltd.Siegler, R.S., & Alibali, M.W. (2005). Children’s thinking (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.Skinner, B.F. (1953). Science and human behavior. Oxford, UK: Macmillan.Snow, C.E. (1972). Mothers` speech to children learning language. Child Development 43, 549-65.Snow, C. E. (1977). Mothers` speech research: From input to interaction. In C. Snow & C. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 31–49). Cambridge: Cambridge University.Snow, C.E. (1995). Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. The handbook of child language: The spoken language, early speech development, ed. by Paul Fletcher and Brian MacWhinney, 180-193. Cambridge, MA: Blackwell.Thiessen, E. D., Hill, E. A., & Saffran, J. R. (2005). Infant-directed speech facilitates word segmentation. Infancy, 7(1), 53–71.Urbanczyk, S. (2017). Phonological and morphological aspects of reduplication [Adobe Digital Editions version]. doi: 10.1093/acrefore/9780199384655.013.80Weizman, Z.O., & Snow, C.E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279.Werker, J. F., & McLeod, P. J. (1989). Infant preference for both male and female infant-directed talk: A developmental study of attentional and affective responsiveness. Canadian Journal of Psychology, 43, 230-246.Whyatt, B. (1994). Baby Talk—The language addressed to language-acquiring children: A review of the problem. Studia Anglica Posnaniensia, 29, 125-135Wills, D. (1977). Participants deixis in English and baby talk. In: Catherine Snow – Charles Ferguson (eds.), 271-297. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202201145 en_US
