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題名 漢語兒童「然後」的使用
The Use of Ranhou in Mandarin Child Language
作者 黃建銘
Huang, Chien Ming
貢獻者 黃瓊之
Huang, Chiung Chih
黃建銘
Huang, Chien Ming
關鍵詞 然後
兒童語言
連接詞
言談標記
ranhou
child language
connective
discourse marker
日期 2013
上傳時間 1-Oct-2014 13:39:31 (UTC+8)
摘要 本研究旨在探討漢語母子對話中兒童「然後」的使用與其功能。研究語料來自於八位年齡介於兩歲七個月到五歲四個月的兒童，並分成兩組：年紀較小之兒童(平均兩歲十一個月)與年紀較大之兒童(平均四歲十個月)。本研究主要根據Su (1998)的分類，把兒童「然後」分為連接詞(connective)及言談標記(discourse marker)的使用。連接詞的使用有時間性(temporal)、遞增性(additive)、因果性(causal)及轉折性(contrast)四項功能。言談標記的使用有填補語(verbal filler)、主題接續(topic succession)及主題再開(resumptive opener)三項功能。研究結果顯示年紀較大之組的兒童使用「然後」的次數較多。隨著兒童年齡增長，言談標記使用的增加比連接詞的增加還多。「然後」當連接詞時，時間性功能使用得最多。與Yeh (2011)「然後」在敘述文中的研究比較，其顯示出「然後」在敘述文中出現得比在對話中還多。另外，時間性功能隨著年紀減少，而遞增性及因果性隨著年齡增加，可用Winskel (2003)的「概念複雜性」(conceptual complexity)來解釋。「然後」當言談標記時，兒童填補語使用得最多，其隨著年紀增加而減少使用。主題再開兩組都使用得少，而主題接續只出現在年紀較大之組別。總結，兒童在「然後」的使用上有發展上的不同。
The study investigated Mandarin-speaking children’s different use of ranhou at different ages in mother-child conversations. Eight subjects aged from 2;7 to 5;4 were divided into two groups; a younger group (mean age: 2;11) and an older group (mean age: 4;10). In this study, the children’s use of ranhou was categorized into connective use and discourse marker use, mainly based on Su’s (1998) classification. The connective use of ranhou includes temporal, additive, causal, and contrast functions. The discourse marker use of ranhou contains verbal filler, topic succession, and resumptive opener functions. The results showed that older children used more tokens of ranhou than younger children. As children got older, the discourse marker use of ranhou increased much more than the connective use of ranhou. In the connective use of ranhou, temporal ranhou was the most frequent function. Compared with Yeh’s (2011) study of ranhou in narratives, it may be suggested that ranhou occurs more in narratives and less in conversations. Additionally, the temporal function decreased with age whereas the additive and causal functions increased with age, which could be explained by Winskel’s (2003) conceptual complexity. In the discourse marker use of ranhou, the verbal filler function was used the most and decreased with age. The tokens of the resumptive opener function were few in both groups, and the topic succession function only occurred in the older group. To conclude, the results suggest that there is a developmental difference in children’s use of ranhou.
參考文獻 Andersen, E. S., Brizuela, M., DuPuy, B., & Gonnerman, L. (1999). Cross-linguistic evidence for the early acquisition of discourse markers as register variables. Journal of Pragmatics, 31(10), 1339-1351.
Bloom, L., Lahey, M., Hood, L., Lifter, K & Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Journal of Child Language, 7, 235-261.
Brinton, L. J. (1996). Pragmatic Markers in English: Grammaticalization and Discourse Functions. Berlin: Mouton de Gruyter.
Chen, T. D. (2011). A Study of Chinese Pragmatic Marker Ranhou in Different Text Types (Master’s thesis). Providence University, Taichung, Taiwan.
Choi, I. (2007). How and when do children acquire the use of discourse markers? Proceedings of the Fifth University of Cambridge Postgraduate Conference in Language Research. Cambridge Institute of Language Research.
Clancy, P., Jacobsen, T., & Silva, M. (1976). The acquisition of conjunction: a Crosslinguistic study. Cited in Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue. First Language, 8, 19-28.
Clark, H. H. & Clark, E. V. (1977). Psychology and language: an introduction to psycholinguistics. New York: Harcourt Brace Jovanovich.
Crystal, D. (2003). A dictionary of linguistics & phonetics (5th ed). Mass: Blackwell Publishing.
Fraser, B. (1990). An approach to discourse markers. Journal of Pragmatics, 14,383-395.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Hopper, P. J. & Traugott, E. C. (1993). Grammaticalization. Cambridge and New York: Cambridge University Press.
Hsu, J. H. (2003). A Study of the Stages of Development and Acquisition of Mandarin Chinese by Children in Taiwan. Taipei: The Crane.
Huang, C. C. (2003). Mandarin temporality inference in child, maternal, and adult speech, First Language, 23, 147-170.
Huang, W. X. (2000). A developmental study of children’s use of discourse marker“hao”(Master’s thesis, Fu Jen Catholic University, Taipei, Taiwan). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=e9cGEL/record?r1=8&h1=1.
Kyratzis, A. (2005).“Because”as a marker of collaborative stance in preschool children’s peer interactions. In Language in use: Cognitive and discourse perspectives on language and language learning (pp.50-61). Georgetown University Press.
Kyratzis, A., & Ervin-Tripp, S. (1999). The development of discourse markers in peer interaction. Journal of Pragmatics, 31 (10), 1321-1338.
Laubitz, A. (1987). Conjunction in children’s discourse. Papers and Reports on Child Language Development, 26, 64-71. Stanford: Stanford University Linguistics Department.
Lenk, U. (1998). Discourse markers and global coherence in conversation. Journal of Pragmatics, 30, 245-257.
Lu, S. (1991). Wenyan Xuzi [The Function Words in Classical Chinese]. Taipei: Wenshizhe. (Reprint)
Miao, X., Zhu, M. (1989). Preschool children’s comprehension of some types of compound sentences. Information on psychological sciences, 6, 1-6.
Peterson, C. & McCabe, A. (1987). The Connective“and”: Do Older Children Use It Less as They Learn Other Connectives? Journal of Child Language, 14, 375-381.
Piaget, J. (1969). Judgement and reasoning in the child. London: Routledge & Kegan Paul. [Translation of: J. Piaget (1924). Le jugement et le raisonnement chez l’enfant. Neuchatel etc.: Delachaux et Niestle.]
Ralf, V. (1997). On the Category of "Fillers" in First-Language Acquisition. Grazer Linguistische Studien, 48 (fall), 103-132.
Rudolph, E. (1996). Contrast: Adversative and concessive relations and their expressions in English, German, Spanish, Portuguese on sentence and text level. New York: Walter de Gruyter.
Schiffrin, D. (1987). Discourse Marker. Cambridge: Cambridge University Press.
Shen, C. J. (1994). Two connectives- Jiu and ranhou in Chinese narrative monologue. National Taiwan Normal University, Taipei, Taiwan.
Shen, Y. C. (2009). The Use of ranhou in Spoken Chinese (Master’s thesis, Providence University, Taichung, Taiwan). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=e9cGEL/record?r1=4&h1=3.
Slobin, D. I. (1973). Cognitive prerequisites for the development of grammar. In: C.A. Ferguson & D.I. Slobin (eds.), Studies of child language development, New York: Holt, Rinehart & Winston, 175-208.
Spooren, W. (1997). The processing of underspecified coherence relations. Discourse Processes, 24(1), 149-168.
Sprott, R. D. (1992). Children’s use of discourse markers in disputes. Discourse Processes, 15, 423-439.
Su, I. W. (1998). Conversational coherence: The use of ranhou“then”in Chinese spoken discourse. Selected Papers from Shuanfan Huang (Ed.), the Second International Symposium on Languages in Taiwan, 167-181. Taipei: Crane.
Su, J. C. (1999). The acquisition of Chinese connectives by Mandarin-speaking children. Unpublished doctoral dissertation, Boston University.
Wagner, L. (1998). The semantics and acquisition of time in language (Doctoral dissertation). University of Pennsylvania.
Wang, C. C. & Huang, L. M. (2006). Grammaticalization of connectives in Mandarin Chinese: A corpus-based study. Language and Linguistics, 7(4), 991-1016.
Wang, H. F, Zhao, Z. C, Huang, S. & Wu, K. J. (1996). Guhanyu Xuci Cidian [The Dictionary of the function words in Ancient Chinese]. Beijing: Beijing University Press.
Wang, Y. F. (1996). The function of ranhou in Chinese oral discourse. [Proceedings of the] 7th NACCL, [and the] 5th [i.e. 4th] ICCL, Vol.2, ed. by Tsai et al., 380-397. Los Angeles, Calif: GSIL, University of Southern California.
Winskel, H. (2003). The acquisition of temporal event sequencing: a cross-linguistic study using an elicited imitation task. First Language, 23, 65-69.
Wu, J., Zhu, M., & Miao, X. (1986). A preliminary analysis of the development of complex sentences in young children. In M. Zhu (Ed.). Ertong Yuyan Fazhan Yanjiu (Studies of Child Language Development). Shanghai China: China Normal University Press.
Yeh, K. Y. (2011, April). The use of ranhou“then”in Mandarin-speaking children`s narrative. In H. L. Lai (Chair), The 5th Conference on Language, Discourse and Cognition (CLDC 2011). Symposium conducted at the meeting of National Taiwan University, Taipei, Taiwan.
描述 碩士
國立政治大學
語言學研究所
99555007
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099555007
資料類型 thesis
dc.contributor.advisor 黃瓊之zh_TW
dc.contributor.advisor Huang, Chiung Chihen_US
dc.contributor.author (Authors) 黃建銘zh_TW
dc.contributor.author (Authors) Huang, Chien Mingen_US
dc.creator (作者) 黃建銘zh_TW
dc.creator (作者) Huang, Chien Mingen_US
dc.date (日期) 2013en_US
dc.date.accessioned 1-Oct-2014 13:39:31 (UTC+8)-
dc.date.available 1-Oct-2014 13:39:31 (UTC+8)-
dc.date.issued (上傳時間) 1-Oct-2014 13:39:31 (UTC+8)-
dc.identifier (Other Identifiers) G0099555007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/70304-
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) 99555007zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究旨在探討漢語母子對話中兒童「然後」的使用與其功能。研究語料來自於八位年齡介於兩歲七個月到五歲四個月的兒童，並分成兩組：年紀較小之兒童(平均兩歲十一個月)與年紀較大之兒童(平均四歲十個月)。本研究主要根據Su (1998)的分類，把兒童「然後」分為連接詞(connective)及言談標記(discourse marker)的使用。連接詞的使用有時間性(temporal)、遞增性(additive)、因果性(causal)及轉折性(contrast)四項功能。言談標記的使用有填補語(verbal filler)、主題接續(topic succession)及主題再開(resumptive opener)三項功能。研究結果顯示年紀較大之組的兒童使用「然後」的次數較多。隨著兒童年齡增長，言談標記使用的增加比連接詞的增加還多。「然後」當連接詞時，時間性功能使用得最多。與Yeh (2011)「然後」在敘述文中的研究比較，其顯示出「然後」在敘述文中出現得比在對話中還多。另外，時間性功能隨著年紀減少，而遞增性及因果性隨著年齡增加，可用Winskel (2003)的「概念複雜性」(conceptual complexity)來解釋。「然後」當言談標記時，兒童填補語使用得最多，其隨著年紀增加而減少使用。主題再開兩組都使用得少，而主題接續只出現在年紀較大之組別。總結，兒童在「然後」的使用上有發展上的不同。zh_TW
dc.description.abstract (摘要) The study investigated Mandarin-speaking children’s different use of ranhou at different ages in mother-child conversations. Eight subjects aged from 2;7 to 5;4 were divided into two groups; a younger group (mean age: 2;11) and an older group (mean age: 4;10). In this study, the children’s use of ranhou was categorized into connective use and discourse marker use, mainly based on Su’s (1998) classification. The connective use of ranhou includes temporal, additive, causal, and contrast functions. The discourse marker use of ranhou contains verbal filler, topic succession, and resumptive opener functions. The results showed that older children used more tokens of ranhou than younger children. As children got older, the discourse marker use of ranhou increased much more than the connective use of ranhou. In the connective use of ranhou, temporal ranhou was the most frequent function. Compared with Yeh’s (2011) study of ranhou in narratives, it may be suggested that ranhou occurs more in narratives and less in conversations. Additionally, the temporal function decreased with age whereas the additive and causal functions increased with age, which could be explained by Winskel’s (2003) conceptual complexity. In the discourse marker use of ranhou, the verbal filler function was used the most and decreased with age. The tokens of the resumptive opener function were few in both groups, and the topic succession function only occurred in the older group. To conclude, the results suggest that there is a developmental difference in children’s use of ranhou.en_US
dc.description.tableofcontents Acknowledgements iv
Table of Contents v
List of Tables and Figures vi
Chinese Abstract viii
English Abstract ix
Chapter 1. Introduction 1
1.1 Background and motivation 1
1.2 Purpose 5
1.3 Organization of the study 5
Chapter 2. Literature Review 7
2.1 Connectives and discourse markers 7
2.2 Research on the acquisition of connectives and discourse markers 9
2.3 Previous studies on ranhou 15
2.4 Research on the acquisition of ranhou 18
Chapter 3. Methodology 20
3.1 Subjects and data 20
3.2 Analytical framework 22
3.2.1 Ranhou as the connective 23
3.2.2 Ranhou as the discourse marker 28
Chapter 4. Results 33
4.1 The distribution of ranhou 33
4.2 Ranhou as the connective use 38
4.2.1 Temporal function 39
4.2.2 Additive function 43
4.2.3 Causal function 48
4.2.4 Contrast function 51
4.3 Ranhou as the discourse marker use 54
4.3.1 Verbal filler function 54
4.3.2 Topic succession function 59
4.3.3 Resumptive opener function 62
Chapter 5. Discussion and Conclusion 66
5.1 The distribution of ranhou 66
5.2 Connective use of ranhou 68
5.3 Discourse marker use of ranhou 71
5.4 Limitations and suggestions 73
Appendix. Transcription Conventions and Gloss Abbreviations 74
References 75		zh_TW
dc.format.extent 433348 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099555007en_US
dc.subject (關鍵詞) 然後zh_TW
dc.subject (關鍵詞) 兒童語言zh_TW
dc.subject (關鍵詞) 連接詞zh_TW
dc.subject (關鍵詞) 言談標記zh_TW
dc.subject (關鍵詞) ranhouen_US
dc.subject (關鍵詞) child languageen_US
dc.subject (關鍵詞) connectiveen_US
dc.subject (關鍵詞) discourse markeren_US
dc.title (題名) 漢語兒童「然後」的使用zh_TW
dc.title (題名) The Use of Ranhou in Mandarin Child Languageen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Andersen, E. S., Brizuela, M., DuPuy, B., & Gonnerman, L. (1999). Cross-linguistic evidence for the early acquisition of discourse markers as register variables. Journal of Pragmatics, 31(10), 1339-1351.
Bloom, L., Lahey, M., Hood, L., Lifter, K & Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Journal of Child Language, 7, 235-261.
Brinton, L. J. (1996). Pragmatic Markers in English: Grammaticalization and Discourse Functions. Berlin: Mouton de Gruyter.
Chen, T. D. (2011). A Study of Chinese Pragmatic Marker Ranhou in Different Text Types (Master’s thesis). Providence University, Taichung, Taiwan.
Choi, I. (2007). How and when do children acquire the use of discourse markers? Proceedings of the Fifth University of Cambridge Postgraduate Conference in Language Research. Cambridge Institute of Language Research.
Clancy, P., Jacobsen, T., & Silva, M. (1976). The acquisition of conjunction: a Crosslinguistic study. Cited in Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue. First Language, 8, 19-28.
Clark, H. H. & Clark, E. V. (1977). Psychology and language: an introduction to psycholinguistics. New York: Harcourt Brace Jovanovich.
Crystal, D. (2003). A dictionary of linguistics & phonetics (5th ed). Mass: Blackwell Publishing.
Fraser, B. (1990). An approach to discourse markers. Journal of Pragmatics, 14,383-395.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Hopper, P. J. & Traugott, E. C. (1993). Grammaticalization. Cambridge and New York: Cambridge University Press.
Hsu, J. H. (2003). A Study of the Stages of Development and Acquisition of Mandarin Chinese by Children in Taiwan. Taipei: The Crane.
Huang, C. C. (2003). Mandarin temporality inference in child, maternal, and adult speech, First Language, 23, 147-170.
Huang, W. X. (2000). A developmental study of children’s use of discourse marker“hao”(Master’s thesis, Fu Jen Catholic University, Taipei, Taiwan). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=e9cGEL/record?r1=8&h1=1.
Kyratzis, A. (2005).“Because”as a marker of collaborative stance in preschool children’s peer interactions. In Language in use: Cognitive and discourse perspectives on language and language learning (pp.50-61). Georgetown University Press.
Kyratzis, A., & Ervin-Tripp, S. (1999). The development of discourse markers in peer interaction. Journal of Pragmatics, 31 (10), 1321-1338.
Laubitz, A. (1987). Conjunction in children’s discourse. Papers and Reports on Child Language Development, 26, 64-71. Stanford: Stanford University Linguistics Department.
Lenk, U. (1998). Discourse markers and global coherence in conversation. Journal of Pragmatics, 30, 245-257.
Lu, S. (1991). Wenyan Xuzi [The Function Words in Classical Chinese]. Taipei: Wenshizhe. (Reprint)
Miao, X., Zhu, M. (1989). Preschool children’s comprehension of some types of compound sentences. Information on psychological sciences, 6, 1-6.
Peterson, C. & McCabe, A. (1987). The Connective“and”: Do Older Children Use It Less as They Learn Other Connectives? Journal of Child Language, 14, 375-381.
Piaget, J. (1969). Judgement and reasoning in the child. London: Routledge & Kegan Paul. [Translation of: J. Piaget (1924). Le jugement et le raisonnement chez l’enfant. Neuchatel etc.: Delachaux et Niestle.]
Ralf, V. (1997). On the Category of "Fillers" in First-Language Acquisition. Grazer Linguistische Studien, 48 (fall), 103-132.
Rudolph, E. (1996). Contrast: Adversative and concessive relations and their expressions in English, German, Spanish, Portuguese on sentence and text level. New York: Walter de Gruyter.
Schiffrin, D. (1987). Discourse Marker. Cambridge: Cambridge University Press.
Shen, C. J. (1994). Two connectives- Jiu and ranhou in Chinese narrative monologue. National Taiwan Normal University, Taipei, Taiwan.
Shen, Y. C. (2009). The Use of ranhou in Spoken Chinese (Master’s thesis, Providence University, Taichung, Taiwan). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=e9cGEL/record?r1=4&h1=3.
Slobin, D. I. (1973). Cognitive prerequisites for the development of grammar. In: C.A. Ferguson & D.I. Slobin (eds.), Studies of child language development, New York: Holt, Rinehart & Winston, 175-208.
Spooren, W. (1997). The processing of underspecified coherence relations. Discourse Processes, 24(1), 149-168.
Sprott, R. D. (1992). Children’s use of discourse markers in disputes. Discourse Processes, 15, 423-439.
Su, I. W. (1998). Conversational coherence: The use of ranhou“then”in Chinese spoken discourse. Selected Papers from Shuanfan Huang (Ed.), the Second International Symposium on Languages in Taiwan, 167-181. Taipei: Crane.
Su, J. C. (1999). The acquisition of Chinese connectives by Mandarin-speaking children. Unpublished doctoral dissertation, Boston University.
Wagner, L. (1998). The semantics and acquisition of time in language (Doctoral dissertation). University of Pennsylvania.
Wang, C. C. & Huang, L. M. (2006). Grammaticalization of connectives in Mandarin Chinese: A corpus-based study. Language and Linguistics, 7(4), 991-1016.
Wang, H. F, Zhao, Z. C, Huang, S. & Wu, K. J. (1996). Guhanyu Xuci Cidian [The Dictionary of the function words in Ancient Chinese]. Beijing: Beijing University Press.
Wang, Y. F. (1996). The function of ranhou in Chinese oral discourse. [Proceedings of the] 7th NACCL, [and the] 5th [i.e. 4th] ICCL, Vol.2, ed. by Tsai et al., 380-397. Los Angeles, Calif: GSIL, University of Southern California.
Winskel, H. (2003). The acquisition of temporal event sequencing: a cross-linguistic study using an elicited imitation task. First Language, 23, 65-69.
Wu, J., Zhu, M., & Miao, X. (1986). A preliminary analysis of the development of complex sentences in young children. In M. Zhu (Ed.). Ertong Yuyan Fazhan Yanjiu (Studies of Child Language Development). Shanghai China: China Normal University Press.
Yeh, K. Y. (2011, April). The use of ranhou“then”in Mandarin-speaking children`s narrative. In H. L. Lai (Chair), The 5th Conference on Language, Discourse and Cognition (CLDC 2011). Symposium conducted at the meeting of National Taiwan University, Taipei, Taiwan.		zh_TW