|
|
Modern Linguistics 2022
美国华裔儿童汉英双语句子产出能力对比研究
|
Abstract:
通过对比51名4~7岁美国华裔汉英双语儿童被动句、进行体、复杂句3项特殊句法指标产出能力发展特征，研究显示：4~7岁间，语言经验对汉英双语儿童句子产出能力有显著影响，入学后6~7岁组儿童英语句法能力明显优于汉语；4~7岁间儿童已普遍习得汉语被动句结构，英语复杂句能力明显优于汉语；汉英双语儿童句法能力呈现显著正相关发展；与以往双语儿童词汇能力研究对比发现语言经验和年龄因素对汉英词汇和句法能力存在不同影响度。本研究为国内外汉英双语儿童句子产出研究以及我国儿童句法教学提供了实证依据。
By examining the syntactic production ability among 51 4- to 7-year-old Mandarin-English bilingual children of Chinese heritage in the United States through the tasks of passive voice, progressive aspect and complex sentence production, this research showed: between age 4~7, language experience had significant effects on the children’s syntactic ability, with children of 6~7 (the school-age group) performing better on English syntactic production than on Chinese; in this period, the children had mastered Chinese passive voice and their English complex sentence production was significantly better than the Chinese one; and they displayed a significant positive correlation cross- lingual development in overall syntactic ability; in comparison to past studies of semantic development, different impact from language experience and age was identified on semantic and syntactic ability of bilingual children. These findings have implications for syntactic developmental studies and education of bilingual children at home and abroad.
| [1] | Nation, K. and Snowling, M.J. (2000) Factors Influencing Syntactic Awareness Skills in Normal Readers and Poor Comprehenders. Applied Psycholinguistics, 21, 229-241. https://doi.org/10.1017/S0142716400002046 |
| [2] | 龚少英. 4-5岁幼儿把字句和被字句句法意识发展的特点[J]. 教育科学, 2007, 23(1): 92-94. |
| [3] | Guo, H. and Chow, D.A. (2014) Corpus-Based Variationist Approach to Bei Passives in Mandarin Chinese. Corpus Linguistics and Linguistic Theory, 10, 139-173. https://doi.org/10.1515/cllt-2013-0017 |
| [4] | 杨素英. “体假设”及“了”“着”的二语习得[J]. 世界汉语教学, 2016, 30(1): 101-118. |
| [5] | 王启, 曹琴. 二语读后续写中的结构启动——以英语被动句产出为例[J]. 解放军外国语学院学报, 2020, 43(1): 25-32. |
| [6] | Justice, L.M., Bowles, R., Pence, K. and Gosse, C. (2010) A Scalable Tool for Assessing Children’s Language Abilities within a Narrative Context: The NAP (Narrative Assessment Protocol). Early Childhood Research Quarterly, 25, 218-234. https://doi.org/10.1016/j.ecresq.2009.11.002 |
| [7] | 李芳, 盛欐. 美国华裔儿童汉英双语词汇语义范畴发展状况分析[J]. 外语教学与研究, 2014, 46(2): 246-259. |
| [8] | Woon, C.P., Yap, N.T., Lim, H.W. and Wong, B.E. (2014) Measuring Grammatical Development in Bilingual Mandarin-English Speaking Children with a Sentence Repetition Task. Journal of Education and Learning, 3, 144-157.
https://doi.org/10.5539/jel.v3n3p144 |
| [9] | Salamoura, A. and Williams, J.N. (2006) Lexical Activation of Cross-Language Syntactic Priming. Bilingualism: Language and Cognition, 9, 299-307. https://doi.org/10.1017/S1366728906002641 |
| [10] | McDonough, K. (2006) Interaction and Syntactic Priming: English L2 Speakers’ Production of Dative Construction. Studies in Second Language Acquisition, 28, 179-207. https://doi.org/10.1017/S0272263106060098 |
| [11] | Bernolet, S., Hartsuiker, R.J. and Pickering, M.J. (2012) Effects of Phonological Feedback on the Selection of Syntax: Evidence from between Language Syntactic Priming. Bilingualism: Language and Cognition, 15, 503-516.
https://doi.org/10.1017/S1366728911000162 |
| [12] | 徐浩. 双语工作记忆和二语水平对跨语言句法启动效应的影响[J]. 外语教学与研究, 2014, 46(3): 412-423. |
| [13] | 陈庆荣. 句法启动研究的范式及其在语言理解中的争论[J]. 心理科学进展, 2012, 20(2): 208-218. |
| [14] | Wiig, E.H., Semel, E. and Secord, W.A. (2013) Clinical Evaluation of Language Fundamentals. Fifth Edition (CELF-5), NCS Pearson, Bloomington. |
| [15] | Hoff, E., Rumiche, R., Burridge, A., Ribot, K.M. and Welsh, S.N. (2014) Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years. Early Childhood Research Quarterly, 29, 433-444. https://doi.org/10.1016/j.ecresq.2014.04.012 |
| [16] | Sheng, L., McGregor, K.K. and Marian, V. (2006) Lexical-Semantic Organization in Bilingual Children: Evidence from a Repeated Word Association Task. Journal of Speech, Language, and Hearing Research, 49, 572-587.
https://doi.org/10.1044/1092-4388(2006/041) |
| [17] | Sheng, L. (2014) Lexical-Semantic Skills in Bilingual Children Who Are Becoming English-Dominant: A Longitudinal Study. Bilingualism: Language and Cognition, 17, 556-571. https://doi.org/10.1017/S1366728913000746 |
| [18] | 龚少英, 彭聃龄. 4-10岁汉语儿童句法意识的发展[J]. 心理科学, 2008(2): 346-349. |
| [19] | 祁文慧, 倪传斌. 外语学习对儿童元语言意识的影响[J]. 西安外国语大学学报, 2016, 24(2): 62-66. |
