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題名 漢語親子對話中情態動詞「要」之研究
A Study of the Modal Verb Yao in Mandarin Mother-child Conversation作者 高健鈞
Gao, Jian-jun貢獻者 黃瓊之
Huang, Chiung-chih
高健鈞
Gao, Jian-jun關鍵詞 情態動詞
漢語
語言習得
親子互動
Modal Verb
Mandarin
Language Acquisition
Mother-child Interaction日期 2020 上傳時間 2-九月-2020 11:35:40 (UTC+8) 摘要 本研究探討漢語親子對話中，情態動詞(modal verb)「要」的語意類型、語用功能，及語意與語用層面之間的關係。本研究所採用的語料為九位3;1-5;4的兒童與其母親的自發性對話。研究分析共分成三個部分。首先檢視情態動詞「要」的語意類型。結果表明，相較於參與者外部(participant-external)情態，兒童習得參與者內部(participant-internal)情態的意義較早，認知(epistemic)情態則很少出現在兒童的語言中。在母親言語中，情態動詞「要」的語意類型分佈似乎與孩子的使用相似。母親主要使用參與者內部情態和參與者外部情態的「要」，而認知情態則較少使用。第二個分析則探究情態動詞「要」的語用功能。結果發現，年紀較小的兒童通常使用情態動詞「要」來作為人際互動(interpersonal-oriented)的功能，如請求或要求許可；然而，較年長的孩子則使用較多的傳遞訊息(informational-oriented)功能。母親則傾向用情態動詞「要」的人際導向功能來口頭規範孩子的行為，且通常使用訊息導向功能來確認孩子的意見等。第三個分析涉及情態動詞「要」的語意與語用之間的關係。結果顯示，情態動詞「要」在兒童與母親各別的言語中，其語意都有各自偏好執行的語用功能。總體而言，情態動詞「要」的語意類型和語用功能提供了在漢語親子對話中，孩子的情態發展跟母親使用情態的重要資訊。
The present study investigated the use of the modal verb yao in terms of semantic types, pragmatic functions, and the relationships between semantic and pragmatic aspects in Mandarin mother-child conversation. The data examined in this study were spontaneous speech between nine children aged from 3;1 to 5;4, and their mothers. Three major analyses were conducted in this study. The first analysis examined the semantic types of the modal verb yao in the mother-child conversations. The results showed that the children acquired the participant-internal type relatively early, compared with the participant-external type, while the epistemic type was used marginally in the children’s speech. In the mothers’ speech, the distribution of the semantic types of the modal verb yao appears to be similar to the children’s use. The mothers mainly used the participant-internal and participant-external type and rarely used the epistemic types. The second analysis was conducted to investigate the pragmatic functions of the modal verb yao in the mother-child conversations. It was found that the younger children used the modal verb yao that served as an interpersonal-oriented function more frequently, such as making requests and asking for permission, while the older children more frequently used it to convey information. The mothers tended to verbally regulate their child’s behavior with the interpersonal-oriented function of the modal verb yao, and they confirmed their child’s volition with the informational-oriented function. The third analysis concerned the relationships between the semantic and pragmatic aspects of the modal verb yao in the mother-child conversations. It was found that in both of the children’s and the mothers’ speech, the semantic types of the modal verb yao had preferable pragmatic functions to perform. Overall, the semantic types and pragmatic functions of the modal verb yao provided important information about the children’s development and the mothers’ usage of modality in the mother-child conversations.參考文獻 Academia Sinica. (2005). Word list with accumulated word frequency in Sinica Corpus. Retrieved October 9, 2019, from http://elearning.ling.sinica.edu.tw/CWordfreq.htmlAksu-Koç, A. (1998). The role of input vs. universal predispositions in the emergence of tense-aspect morphology: Evidence from Turkish. First Language, 18(54), 255-280. DOI: 10.1177/014272379801805402Bassano, D. (1996). Functional and formal constraints on the emergence of epistemic modality: A longitudinal study on French. First Language, 16, 77-113.Brewer, N. M. (1987). Modality and factivity: One perspective on the meaning of the English modal auxiliaries (Doctoral dissertation). United Kingdom: The University of Leeds.Brogaard, B. (2008). In defense of a perspectival semantics for “know”. 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國立政治大學
語言學研究所
106555009資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106555009 資料類型 thesis dc.contributor.advisor 黃瓊之 zh_TW dc.contributor.advisor Huang, Chiung-chih en_US dc.contributor.author (作者) 高健鈞 zh_TW dc.contributor.author (作者) Gao, Jian-jun en_US dc.creator (作者) 高健鈞 zh_TW dc.creator (作者) Gao, Jian-jun en_US dc.date (日期) 2020 en_US dc.date.accessioned 2-九月-2020 11:35:40 (UTC+8) - dc.date.available 2-九月-2020 11:35:40 (UTC+8) - dc.date.issued (上傳時間) 2-九月-2020 11:35:40 (UTC+8) - dc.identifier (其他 識別碼) G0106555009 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131447 - 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) 106555009 zh_TW dc.description.abstract (摘要) 本研究探討漢語親子對話中，情態動詞(modal verb)「要」的語意類型、語用功能，及語意與語用層面之間的關係。本研究所採用的語料為九位3;1-5;4的兒童與其母親的自發性對話。研究分析共分成三個部分。首先檢視情態動詞「要」的語意類型。結果表明，相較於參與者外部(participant-external)情態，兒童習得參與者內部(participant-internal)情態的意義較早，認知(epistemic)情態則很少出現在兒童的語言中。在母親言語中，情態動詞「要」的語意類型分佈似乎與孩子的使用相似。母親主要使用參與者內部情態和參與者外部情態的「要」，而認知情態則較少使用。第二個分析則探究情態動詞「要」的語用功能。結果發現，年紀較小的兒童通常使用情態動詞「要」來作為人際互動(interpersonal-oriented)的功能，如請求或要求許可；然而，較年長的孩子則使用較多的傳遞訊息(informational-oriented)功能。母親則傾向用情態動詞「要」的人際導向功能來口頭規範孩子的行為，且通常使用訊息導向功能來確認孩子的意見等。第三個分析涉及情態動詞「要」的語意與語用之間的關係。結果顯示，情態動詞「要」在兒童與母親各別的言語中，其語意都有各自偏好執行的語用功能。總體而言，情態動詞「要」的語意類型和語用功能提供了在漢語親子對話中，孩子的情態發展跟母親使用情態的重要資訊。 zh_TW dc.description.abstract (摘要) The present study investigated the use of the modal verb yao in terms of semantic types, pragmatic functions, and the relationships between semantic and pragmatic aspects in Mandarin mother-child conversation. The data examined in this study were spontaneous speech between nine children aged from 3;1 to 5;4, and their mothers. Three major analyses were conducted in this study. The first analysis examined the semantic types of the modal verb yao in the mother-child conversations. The results showed that the children acquired the participant-internal type relatively early, compared with the participant-external type, while the epistemic type was used marginally in the children’s speech. In the mothers’ speech, the distribution of the semantic types of the modal verb yao appears to be similar to the children’s use. The mothers mainly used the participant-internal and participant-external type and rarely used the epistemic types. The second analysis was conducted to investigate the pragmatic functions of the modal verb yao in the mother-child conversations. It was found that the younger children used the modal verb yao that served as an interpersonal-oriented function more frequently, such as making requests and asking for permission, while the older children more frequently used it to convey information. The mothers tended to verbally regulate their child’s behavior with the interpersonal-oriented function of the modal verb yao, and they confirmed their child’s volition with the informational-oriented function. The third analysis concerned the relationships between the semantic and pragmatic aspects of the modal verb yao in the mother-child conversations. It was found that in both of the children’s and the mothers’ speech, the semantic types of the modal verb yao had preferable pragmatic functions to perform. Overall, the semantic types and pragmatic functions of the modal verb yao provided important information about the children’s development and the mothers’ usage of modality in the mother-child conversations. en_US dc.description.tableofcontents Acknowledgements ivList of Tables viiList of Figures viiiChinese Abstract ixEnglish Abstract xChapter 1 11.1 Motivation and Purpose 11.2 Research Questions 51.3 Organization of the Thesis 5Chapter 2 72.1 Modality 72.2 Acquisition of Modality 112.3 The Modal Verb Yao 132.4 Acquisition of the Modal Verb Yao 182.5 Caregiver Input in the Acquisition of Modality 22Chapter 3 253.1 Participants and Data 253.2 Data Analysis 273.2.1 Semantic Types of the Modal Verb Yao 303.2.2 Pragmatic Functions of the Modal Verb Yao 33Chapter 4 394.1 Semantic Types of the Modal Verb Yao in Mother-child Conversation 394.1.1 Semantic Types of the Modal Verb Yao in the Children’s Speech 424.1.2 Semantic Types of the Modal Verb Yao in the Mothers’ Speech 464.2 Pragmatic Functions of the Modal Verb Yao in Mother-child Conversation 504.2.1 Pragmatic Functions of the Modal Yao in Children’s Speech 534.2.2 Pragmatic Functions of the Modal Verb Yao in Mothers’ Speech 584.3 Relationships between the Semantic Types and Pragmatic Functions of the Modal Verb Yao in Mother-child Conversation 644.3.1 Semantic Types and Pragmatic Functions of the Modal Verb Yao in the Children’s Speech 644.3.2 Semantic Types and Pragmatic Functions of the Modal Verb Yao in the Mothers’ Speech 69Chapter 5 755.1 Semantic Types of the Modal Verb Yao 755.2 Pragmatic Functions of the Modal Verb Yao 795.3 Relationships between Types and Functions of the Modal Yao 83Chapter 6 886.1 Summary 886.2 Limitations and Suggestions for Future Research 90Appendix 91References 92 zh_TW dc.format.extent 2413784 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106555009 en_US dc.subject (關鍵詞) 情態動詞 zh_TW dc.subject (關鍵詞) 漢語 zh_TW dc.subject (關鍵詞) 語言習得 zh_TW dc.subject (關鍵詞) 親子互動 zh_TW dc.subject (關鍵詞) Modal Verb en_US dc.subject (關鍵詞) Mandarin en_US dc.subject (關鍵詞) Language Acquisition en_US dc.subject (關鍵詞) Mother-child Interaction en_US dc.title (題名) 漢語親子對話中情態動詞「要」之研究 zh_TW dc.title (題名) A Study of the Modal Verb Yao in Mandarin Mother-child Conversation en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Academia Sinica. (2005). Word list with accumulated word frequency in Sinica Corpus. Retrieved October 9, 2019, from http://elearning.ling.sinica.edu.tw/CWordfreq.htmlAksu-Koç, A. (1998). The role of input vs. universal predispositions in the emergence of tense-aspect morphology: Evidence from Turkish. First Language, 18(54), 255-280. DOI: 10.1177/014272379801805402Bassano, D. (1996). Functional and formal constraints on the emergence of epistemic modality: A longitudinal study on French. First Language, 16, 77-113.Brewer, N. M. (1987). Modality and factivity: One perspective on the meaning of the English modal auxiliaries (Doctoral dissertation). United Kingdom: The University of Leeds.Brogaard, B. (2008). In defense of a perspectival semantics for “know”. Australasian Journal of Philosophy, 86, 439-459.Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect and modality in the languages of the world. Chicago, IL: University of Chicago.Cadinu, M. R., & Kiesner, J. (2000). Children’s development of a theory of mind. European Journal of Psychology of Education, 15, 93-111. https://doi.org/10.1007/BF03173169Chao, Y. R. (1968). A grammar of spoken Chinese. Berkeley and Los Angeles: University of California Press.Choi, S. (1995). Early acquisition of epistemic sentence-ending modal forms and functions in Korean children. In J. Bybee & S. Fleischman (Eds.), Modality in grammar and discourse (165-204). Amsterdam: John Benjamins.Choi, S. (2006). Acquisition of modality. In W. Frawley (Ed.), The expression of modality (141-171). Berlin: Mouton de Gruyter.Chou, T. J. (1998). The evolution of modal verb HUI in Mandarin Chinese. Hsinchu: National Tsing Hua University.Clark, E. V. (1993) The lexicon in acquisition. Cambridge: Cambridge University Press.Coates, J., & Leech, G. (1980). The meanings of the modals in modern British and American English. York Papers in Linguistics, 8, 23-34.Damon, W. (2006). Socialization and individuation. In G. Handel (Ed.), Childhood socialization (2nd ed., 3-10). New Brunswick, NJ; London: Aldine Transaction.Depraetere, I. (2010). Some observations on the meaning of modals. In B. Cappelle & N. Wada (Eds.), Distinctions in English grammar, offered to Renaat Declerck (72-91). Tokyo: Kaitakusha.DeRose, K. (1991). Epistemic possibilities. Philosophical Review, 4, 581-605.Gallaway, C., & Richards, B. (Eds.). (1994). Input and interaction in language acquisition. Cambridge: Cambridge University Press.Guo, J. S. (1994). Social interaction, meaning, and grammatical form: Children’s development and use of modal auxiliaries in Mandarin Chinese (Ph.D. dissertation). Berkeley: University of California.Guo, J. S. (1995). The international basis of the Mandarin modal neng ‘can’. In J. Bybee & S. 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