摘要
采用语法可接受度判断和自定步速阅读任务,探讨了7~11岁学龄儿童对汉语增元结构的加工及句法意识的发展。研究发现:学龄儿童增元结构句法意识的发展呈现阶段性特征,9~10岁为关键阶段;传递方向影响显著,左右向结构的成熟发展与接受度存在不同步性,与产出时间、动词词频及损益不对称现象相关。在加工中,学龄儿童对增元结构中增元论元的整合比介词与格结构更困难,证明了增元操作由于违反题元理论带来了额外加工负担,也表明增元结构和介词与格结构之间不存在转换关系。传递方向对加工的影响不显著,说明受试可能采取了句法优先加工策略,将更多加工资源分配至增元结构句法信息的解析。研究结果验证了增元结构分析法对汉语分析的有效性及题元理论的心理现实性,揭示了学龄儿童句法加工的局限性与成熟过程,为学龄儿童的语法教学提供有益参考。
This study investigates the processing of Chinese applicative constructions and the development of syntactic awareness in school-age children aged 7-11,employing grammaticality judgment and self-paced reading tasks.The findings reveal that a stage-wise development of the syntactic awareness of Chinese applicative constructions in school-age children,with ages 9-10 identified as a critical phase.The results also exhibit an asynchrony of maturation and acceptance between rightward and leftward constructions,indicating the significant influence of directional possessive relations on development.This asynchrony may be attributed to factors such as the production time in earlier childhood,verb frequency,and the asymmetry phenomenon of gain-and loss-applicative constructions.Druing the processing of applicative constructions,school-age children encountered greater difficulty in integrating the applicative argument than that in prepositional dative constructions,suggesting that applicative operation impose additional processing load due to violations of theta theory.This finding refutes the transformational relationship between the two constructions.The directional possessive relation does not significantly influence processing,which suggests that the participants may employ a syntactic-first processing strategy,by allocating more processing resources to the parsing syntactic information of applicative constructions.The results validate the applicability of the applicative phrase analysis in Chinese and the psychological reality of theta theory.Moreover,these findings reveal the limitations and developmental trajectory of syntactic processing in school-age children,providing insights into grammar instruction for school-age children.
作者
曾涛
高婧茹
ZENG Tao;GAO Jingru
出处
《中国矿业大学学报(社会科学版)》
2025年第3期184-200,共17页
Journal of China University of Mining & Technology(Social Sciences)
基金
国家社科基金重点项目“英汉二语者接口异质性效应的机制及应用对比研究”(项目编号:24AYY023)
湖南省社会科学基金一般项目“英汉增元结构加工研究”(项目编号:23YBA034)。
关键词
汉语增元结构
加工
句法意识
学龄儿童
Chinese applicative construction
processing
syntactic awareness
school-age children
