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題名 漢語兒童情態動詞「會」的使用
The Use of the Modal Verb Hui in Mandarin Child Language
作者 王薏淩
Wang, Yi Ling
貢獻者 黃瓊之
Huang, Chiung Chih
王薏淩
Wang, Yi Ling
關鍵詞 情態動詞
漢語
兒童語言
modal verb
Mandarin
child language
日期 2013
上傳時間 1-May-2015 11:27:44 (UTC+8)
摘要 本研究探討漢語母子對話中，兒童使用情態動詞(modal verb)「會」的類別、人稱主詞及語用功能。受試者分成第一組(平均兩歲十一個月)與第二組(平均四歲十個月)。研究結果發現認知(epistemic)情態動詞的「會」比動力(dynamic)情態動詞的「會」晚習得，而義務(deontic)情態動詞的「會」則很少出現。其指出不同的習得順序與認知發展有關，即認知上易理解的概念比認知上較不易理解的早習得。在情態動詞「會」的人稱主詞上，兒童在動力和義務情態動詞「會」主要是使用第一人稱當主詞，然而兒童傾向使用第三人稱當認知情態動詞「會」的主詞。而兒童很少使用第二人稱當情態動詞「會」的主詞。情態動詞「會」語句的語用功能方面，動力情態動詞「會」語句包含請求、拒絕、描述、誇耀；義務情態動詞「會」語句只發現承諾的功能；而認知情態動詞「會」語句有爭辯、疑惑、推論的功能。研究結果顯示兒童能掌握情態動詞「會」語句不同的語用功能。
This study examined Mandarin-speaking children’s different types, person subjects, and pragmatic functions of the modal hui utterances in mother-child conversations. Children were divided into Group I (mean age= 2;11) and Group II (mean age= 4;10). The results showed that the epistemic modal hui was acquired relatively late, compared with the dynamic modal hui. The deontic modal hui was a marginal use. It suggests that the different acquisition order seems to involve cognitive development, which means that the cognitively accessible concept may be acquired earlier than the less cognitively accessible one. As for the person subjects of the modal hui, children mainly used the dynamic and deontic modal hui with the first person subject; however, they tended to use the epistemic modal hui with the third person subject. Children rarely used the modal hui with the second person subject. With regard to the pragmatic functions of the modal hui utterances, it was found that the functions of the dynamic hui utterances included request, refusal, reporting, and boasting. In the deontic hui utterances, only the function of promise was found. The epistemic hui utterances served the functions of argument, puzzlement, and reasoning. The results suggest that children are sensitive to the pragmatic functional aspects of the modal hui utterances.
參考文獻 Bassano, D. (1996). Functional and formal constraints on the emergence of epistemic modality: A longitudinal study on French. First Language, 16, 77-113.
Bliss, L.S. (1988). Modal usage by preschool children. Journal of Applied Developmental Psychology, 9, 253-261.
Bybee, J., & Fleischman, S. (1995). Modality in grammar and discourse: An introductory essay. In Modality in Grammar and Discourse, J. Bybee and S. Fleischman (eds.), 1-14. Amsterdam: Benjamins.
Chang, C. H. (2001). Semantic Analysis on the Modal Verb Hui in Mandarin Chinese. MA Thesis. National ChengChi University, Taipei, Taiwan.
Choi, S. (2006). Acquisition of Modality. In The expression of modality, Frawley, W.(ed.), 141-171. Berlin: Mouton de Gruyter.
Ervin-Tripp, S. (1976). Is Sybil there? The structure of some American English directives. Language in Society, 5, 25-66.
Ervin-Tripp, S. (1982). Ask and it shall be given you: Children’s requests. In H. Byrnes (ed.), Georgetown Roundtable on Languages and Linguistics, 235-245.
Washington, DC: Georgetown University.
Fleischman, S. (1982). The Future in Thought and Language: Diachronic Evidence From Romance. Cambridge: Cambridge University Press.
Fletcher, P. (1975). Review of D. Major, The acquisition of modal auxiliaries in the language of children. Journal of Child Language, 2, 318-322.
Fletcher, P. (1979). The development of the verb phrase. In P. Fletcher & M. Garman (Eds.), Language Acquisition: Studies in First Language Development. Cambridge, England: Cambridge University Press.
Gerhardt, J. (1991). The meaning and use of the modals hafta, needta and wanna in children’s speech. Journal of Pragmatics, 16, 531-590.
Guo, J. S. (1994). Social interaction, meaning, and grammatical form: children’s development and use of modal auxiliaries in Mandarin Chinese. Ph.D. Dissertation. University of California, Berkeley.
Guo, J. S. (1995). The interactional basis of the Mandarin Modal neng ‘can.’ J. In Modality in Grammar and Discourse, J. Bybee and S. Fleischman (eds.),205-238. Amsterdam: Benjamins.
Hirst, W., & Weil, J. (1982). Acquisition of the epistemic and deontic meaning of modals. Journal of Child Language, 9, 659-666.
Hsieh, C. L. (2005). Modal Verbs and Modal Adverbs in Chinese: An Investigation into the Semantic Source. [electronic version]. UST Working Papers in Linguistics, 1, 31-58. http://ling.nthu.edu.tw/ustwpl/vol/voll.htm
Hsieh, C. L. (2006). The semantic categorization of Chinese modal expressions: a corpus-based analysis. Zhongguo Yuwen Yianjiu 21: 45-63.
Hsu, C. C. (2011). The early development of YAO in Mandarin-speaking children. MA Thesis. National Taiwan University, Taipei, Taiwan.
Hsu, J. H. (1996). A study of the stages of development and acquisition of Mandarin Chinese by children in Taiwan. Taipei, Taiwan: the Crane Publishing.
Huang, Y. C. (1999). A Semantic Study of Modal Verbs in Chinese. M.A. Thesis, National Taiwan Normal University.
Kuczaj, S. A. (1977). Old and new forms, old and new meanings: the form-function hypothesis revisited. Paper presented at the meeting of the Society for Research on Child Development, New Orleans.
Kuczaj, S. A., & Maratsos, M. P. (1975). What children can say before they will. MPQ2Ⅰ.89-111.
Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A Functional Reference Grammar. Berkeley, Los Angeles: University of California Press.
Lyons, J. (1977). Semantics: Volume 2. Cambridge: Cambridge University Press.
MacWhinney, B. (2000). The CHILDES project: tools for analyzing talk. (2nd edition). Mahwah, NJ: Lawrence Erlbaum.
Moore, C., Pure, K., & Furrow, D. (1990). Children’s understanding of the modal expression of speaker certainty and uncertainty and its relation to the development of a representational theory of mind. Child Development, 61,
722-730.
O’Neill, D., & Atance, C. (2000). ‘Maybe my daddy gives me as big piano’: The development of children’s use of modals to express uncertainty. First language, 20, 29-52.
Palmer, F. R. (1986). Mood and Modality. Cambridge: Cambridge University Press.
Palmer, F. R. (1990). Modality and the English Modals. London and New York: Longman.
Palmer, F. R. (2001). Mood and Modality. 2nd ed. Cambridge: Cambridge University Press.
Papafragou, A. (1998). The acquisition of modality: Implications for theories of semantic representation. Mind and Language, 13, 370-399.
Pea, R., & Mawby, R. (1981). Semantics of modal auxiliary verb uses by preschool children. Proceedings of the International Congress for the Study of Child Language, 2, 204-219.
Perkins, M. (1983). Modal Expressions in English. London: Frances Pinter.
Sanders, R. (1992). The expression of modality in Peking and Taipei Mandarin. Journal of Chinese Linguistics. 20:2, 289-314.
Searle, J. R. (1975). Indirect speech acts. Syntax and Semantics Vol. 3: Speech Acts, eds. P. Cole & J. Morgan, New York: Academic Press.
Searle, J. R. (1983). Intentionality: An Essay in the Philosophy of Mind. Cambridge: Cambridge University Press.
Shatz, M., & Wilcox, S. (1991). Constraints on the acquisition of English modals. In Perspectives on language and thought: interrelations in development, S. Gelman
and J. Byrnes (eds.), 319-353. Cambridge: Cambridge University Press.
Stephany, U. (1986). Modality. In Language acquisition, P. Fletcher and M. Garman (eds.), 375-400. Cambridge: Cambridge University Press.
Stephany, U. (1993). Modality in First Language Acquisition: The State of the Art. In N. Dittmar and A. Reich (eds.). Modality in Language Acquisition. Berlin:
Walter de Gruyter, 133-144.
Tang, T. C., & Tang, C. C. (1997). Introduction to Modal Words in Mandarin Chinese. Proceedings of the Fifth World Chinese Teaching Conference, 177-197. Taipei: Shi Jie Hua Wen.
Tiee, H. Y. (1985). Modality in Chinese. In Nam-Kil Kim, and Henry Hung- Yeh Tiee (eds.), Studies in East Asian Lingusitics, 84-96. Los Angeles: Department of East Asian Languages and Cultures, University of Southern California.
Torr, J. (1998). The development of modality in the pre-school years: Language as a vehicle for understanding possibilities and obligations in everyday life. Functions of Language, 5, 157-178.
Wells, G. (1979). Learning and using auxiliary verb in English. V. Lee (ed.). Language Development, 250-270. London: Croom Helm.
Wells, G. (1985). Language development in the pre-school years. Cambridge: Cambridge University Press.
Wu, C. H. (2009). Polysemous modal verbs in Mandarin Chinese. MA Thesis.National ChengChi University, Taipei, Taiwan.
描述 碩士
國立政治大學
語言學研究所
99555006
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099555006
資料類型 thesis
dc.contributor.advisor 黃瓊之zh_TW
dc.contributor.advisor Huang, Chiung Chihen_US
dc.contributor.author (Authors) 王薏淩zh_TW
dc.contributor.author (Authors) Wang, Yi Lingen_US
dc.creator (作者) 王薏淩zh_TW
dc.creator (作者) Wang, Yi Lingen_US
dc.date (日期) 2013en_US
dc.date.accessioned 1-May-2015 11:27:44 (UTC+8)-
dc.date.available 1-May-2015 11:27:44 (UTC+8)-
dc.date.issued (上傳時間) 1-May-2015 11:27:44 (UTC+8)-
dc.identifier (Other Identifiers) G0099555006en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/74903-
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) 99555006zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究探討漢語母子對話中，兒童使用情態動詞(modal verb)「會」的類別、人稱主詞及語用功能。受試者分成第一組(平均兩歲十一個月)與第二組(平均四歲十個月)。研究結果發現認知(epistemic)情態動詞的「會」比動力(dynamic)情態動詞的「會」晚習得，而義務(deontic)情態動詞的「會」則很少出現。其指出不同的習得順序與認知發展有關，即認知上易理解的概念比認知上較不易理解的早習得。在情態動詞「會」的人稱主詞上，兒童在動力和義務情態動詞「會」主要是使用第一人稱當主詞，然而兒童傾向使用第三人稱當認知情態動詞「會」的主詞。而兒童很少使用第二人稱當情態動詞「會」的主詞。情態動詞「會」語句的語用功能方面，動力情態動詞「會」語句包含請求、拒絕、描述、誇耀；義務情態動詞「會」語句只發現承諾的功能；而認知情態動詞「會」語句有爭辯、疑惑、推論的功能。研究結果顯示兒童能掌握情態動詞「會」語句不同的語用功能。zh_TW
dc.description.abstract (摘要) This study examined Mandarin-speaking children’s different types, person subjects, and pragmatic functions of the modal hui utterances in mother-child conversations. Children were divided into Group I (mean age= 2;11) and Group II (mean age= 4;10). The results showed that the epistemic modal hui was acquired relatively late, compared with the dynamic modal hui. The deontic modal hui was a marginal use. It suggests that the different acquisition order seems to involve cognitive development, which means that the cognitively accessible concept may be acquired earlier than the less cognitively accessible one. As for the person subjects of the modal hui, children mainly used the dynamic and deontic modal hui with the first person subject; however, they tended to use the epistemic modal hui with the third person subject. Children rarely used the modal hui with the second person subject. With regard to the pragmatic functions of the modal hui utterances, it was found that the functions of the dynamic hui utterances included request, refusal, reporting, and boasting. In the deontic hui utterances, only the function of promise was found. The epistemic hui utterances served the functions of argument, puzzlement, and reasoning. The results suggest that children are sensitive to the pragmatic functional aspects of the modal hui utterances.en_US
dc.description.tableofcontents Acknowledgements iv
Table of Contents v
List of Tables vi
List of Figures vii
Chinese Abstract viii
English Abstract ix
Chapter 1. Introduction 1
1.1 Motivation and purpose 1
1.2 Research questions 3
1.3 Organization of the thesis 3
Chapter 2. Literature Review 5
2.1 Modality 5
2.2 The acquisition of modality 6
2.3 Research on the modal hui 11
2.4 The acquisition of the modal hui 12
Chapter 3. Methodology 15
3.1 Participants and data 15
3.2 Data analysis 17
Chapter 4. Results 22
4.1 The distribution of the different types of the modal hui 22
4.2 The distribution of the person subjects in the three types of the modal hui 24
4.2.1 First person subjects in the three types of the modal hui 26
4.2.2 Second person subjects in the three types of the modal hui 30
4.2.3 Third person subjects in the three types of the modal hui 33
4.3 The pragmatic functions of the three types of the modal hui utterances 37
4.3.1 Dynamic hui utterances 37
4.3.2 Deontic hui utterances 49
4.3.3 Epistemic hui utterances 52
Chapter 5. Discussion and Conclusion 63
5.1 Three types of the modal hui 63
5.2 Person subjects of the modal hui 65
5.3 The pragmatic functions of the modal hui utterances 67
5.4 Limitation and suggestions 70
Appendix. Transcription Conventions and Gloss Abbreviations 71
References 72		zh_TW
dc.format.extent 672779 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099555006en_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) 兒童語言zh_TW
dc.subject (關鍵詞) modal verben_US
dc.subject (關鍵詞) Mandarinen_US
dc.subject (關鍵詞) child languageen_US
dc.title (題名) 漢語兒童情態動詞「會」的使用zh_TW
dc.title (題名) The Use of the Modal Verb Hui in Mandarin Child Languageen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bassano, D. (1996). Functional and formal constraints on the emergence of epistemic modality: A longitudinal study on French. First Language, 16, 77-113.
Bliss, L.S. (1988). Modal usage by preschool children. Journal of Applied Developmental Psychology, 9, 253-261.
Bybee, J., & Fleischman, S. (1995). Modality in grammar and discourse: An introductory essay. In Modality in Grammar and Discourse, J. Bybee and S. Fleischman (eds.), 1-14. Amsterdam: Benjamins.
Chang, C. H. (2001). Semantic Analysis on the Modal Verb Hui in Mandarin Chinese. MA Thesis. National ChengChi University, Taipei, Taiwan.
Choi, S. (2006). Acquisition of Modality. In The expression of modality, Frawley, W.(ed.), 141-171. Berlin: Mouton de Gruyter.
Ervin-Tripp, S. (1976). Is Sybil there? The structure of some American English directives. Language in Society, 5, 25-66.
Ervin-Tripp, S. (1982). Ask and it shall be given you: Children’s requests. In H. Byrnes (ed.), Georgetown Roundtable on Languages and Linguistics, 235-245.
Washington, DC: Georgetown University.
Fleischman, S. (1982). The Future in Thought and Language: Diachronic Evidence From Romance. Cambridge: Cambridge University Press.
Fletcher, P. (1975). Review of D. Major, The acquisition of modal auxiliaries in the language of children. Journal of Child Language, 2, 318-322.
Fletcher, P. (1979). The development of the verb phrase. In P. Fletcher & M. Garman (Eds.), Language Acquisition: Studies in First Language Development. Cambridge, England: Cambridge University Press.
Gerhardt, J. (1991). The meaning and use of the modals hafta, needta and wanna in children’s speech. Journal of Pragmatics, 16, 531-590.
Guo, J. S. (1994). Social interaction, meaning, and grammatical form: children’s development and use of modal auxiliaries in Mandarin Chinese. Ph.D. Dissertation. University of California, Berkeley.
Guo, J. S. (1995). The interactional basis of the Mandarin Modal neng ‘can.’ J. In Modality in Grammar and Discourse, J. Bybee and S. Fleischman (eds.),205-238. Amsterdam: Benjamins.
Hirst, W., & Weil, J. (1982). Acquisition of the epistemic and deontic meaning of modals. Journal of Child Language, 9, 659-666.
Hsieh, C. L. (2005). Modal Verbs and Modal Adverbs in Chinese: An Investigation into the Semantic Source. [electronic version]. UST Working Papers in Linguistics, 1, 31-58. http://ling.nthu.edu.tw/ustwpl/vol/voll.htm
Hsieh, C. L. (2006). The semantic categorization of Chinese modal expressions: a corpus-based analysis. Zhongguo Yuwen Yianjiu 21: 45-63.
Hsu, C. C. (2011). The early development of YAO in Mandarin-speaking children. MA Thesis. National Taiwan University, Taipei, Taiwan.
Hsu, J. H. (1996). A study of the stages of development and acquisition of Mandarin Chinese by children in Taiwan. Taipei, Taiwan: the Crane Publishing.
Huang, Y. C. (1999). A Semantic Study of Modal Verbs in Chinese. M.A. Thesis, National Taiwan Normal University.
Kuczaj, S. A. (1977). Old and new forms, old and new meanings: the form-function hypothesis revisited. Paper presented at the meeting of the Society for Research on Child Development, New Orleans.
Kuczaj, S. A., & Maratsos, M. P. (1975). What children can say before they will. MPQ2Ⅰ.89-111.
Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A Functional Reference Grammar. Berkeley, Los Angeles: University of California Press.
Lyons, J. (1977). Semantics: Volume 2. Cambridge: Cambridge University Press.
MacWhinney, B. (2000). The CHILDES project: tools for analyzing talk. (2nd edition). Mahwah, NJ: Lawrence Erlbaum.
Moore, C., Pure, K., & Furrow, D. (1990). Children’s understanding of the modal expression of speaker certainty and uncertainty and its relation to the development of a representational theory of mind. Child Development, 61,
722-730.
O’Neill, D., & Atance, C. (2000). ‘Maybe my daddy gives me as big piano’: The development of children’s use of modals to express uncertainty. First language, 20, 29-52.
Palmer, F. R. (1986). Mood and Modality. Cambridge: Cambridge University Press.
Palmer, F. R. (1990). Modality and the English Modals. London and New York: Longman.
Palmer, F. R. (2001). Mood and Modality. 2nd ed. Cambridge: Cambridge University Press.
Papafragou, A. (1998). The acquisition of modality: Implications for theories of semantic representation. Mind and Language, 13, 370-399.
Pea, R., & Mawby, R. (1981). Semantics of modal auxiliary verb uses by preschool children. Proceedings of the International Congress for the Study of Child Language, 2, 204-219.
Perkins, M. (1983). Modal Expressions in English. London: Frances Pinter.
Sanders, R. (1992). The expression of modality in Peking and Taipei Mandarin. Journal of Chinese Linguistics. 20:2, 289-314.
Searle, J. R. (1975). Indirect speech acts. Syntax and Semantics Vol. 3: Speech Acts, eds. P. Cole & J. Morgan, New York: Academic Press.
Searle, J. R. (1983). Intentionality: An Essay in the Philosophy of Mind. Cambridge: Cambridge University Press.
Shatz, M., & Wilcox, S. (1991). Constraints on the acquisition of English modals. In Perspectives on language and thought: interrelations in development, S. Gelman
and J. Byrnes (eds.), 319-353. Cambridge: Cambridge University Press.
Stephany, U. (1986). Modality. In Language acquisition, P. Fletcher and M. Garman (eds.), 375-400. Cambridge: Cambridge University Press.
Stephany, U. (1993). Modality in First Language Acquisition: The State of the Art. In N. Dittmar and A. Reich (eds.). Modality in Language Acquisition. Berlin:
Walter de Gruyter, 133-144.
Tang, T. C., & Tang, C. C. (1997). Introduction to Modal Words in Mandarin Chinese. Proceedings of the Fifth World Chinese Teaching Conference, 177-197. Taipei: Shi Jie Hua Wen.
Tiee, H. Y. (1985). Modality in Chinese. In Nam-Kil Kim, and Henry Hung- Yeh Tiee (eds.), Studies in East Asian Lingusitics, 84-96. Los Angeles: Department of East Asian Languages and Cultures, University of Southern California.
Torr, J. (1998). The development of modality in the pre-school years: Language as a vehicle for understanding possibilities and obligations in everyday life. Functions of Language, 5, 157-178.
Wells, G. (1979). Learning and using auxiliary verb in English. V. Lee (ed.). Language Development, 250-270. London: Croom Helm.
Wells, G. (1985). Language development in the pre-school years. Cambridge: Cambridge University Press.
Wu, C. H. (2009). Polysemous modal verbs in Mandarin Chinese. MA Thesis.National ChengChi University, Taipei, Taiwan.		zh_TW