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| 編輯推薦： |
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本研究使用自然观察法，通过日记、录音和录像三种方式收集了一个孩子芊芊从1岁4个月到3岁3个月的自然语言产出的语料，旨在调查汉语情态动词的早期习得状况。研究表明：（1）汉语情态动词在儿童1岁8个月到2岁4个月之间逐渐习得，随着年龄的增长，情态句在儿童话语中所占的比例逐步增多；（2）认识情态不仅比动力情态和道义情态习得的晚，其使用频率也最低；（3）儿童话语中情态句的句法结构呈现从简单到复杂的发展趋势，这主要体现在句子类型的多元化，以及主语、谓语、宾语结构的多元化；（4）看护者的语言输入与儿童的习得过程呈现部分相关性；（5）汉语情态动词的早期习得部分与情态系统本身的复杂性有关；部分与儿童的心智发展有关；部分与成人的语言输入有关。
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| 內容簡介： |
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本研究使用自然观察法，通过日记、录音和录像三种方式收集了一个孩子芊芊从1岁4个月到3岁3个月的自然语言产出的语料，旨在调查汉语情态动词的早期习得状况。研究表明：（1）汉语情态动词在儿童1岁8个月到2岁4个月之间逐渐习得，随着年龄的增长，情态句在儿童话语中所占的比例逐步增多；（2）认识情态不仅比动力情态和道义情态习得的晚，其使用频率也最低；（3）儿童话语中情态句的句法结构呈现从简单到复杂的发展趋势，这主要体现在句子类型的多元化，以及主语、谓语、宾语结构的多元化；（4）看护者的语言输入与儿童的习得过程呈现部分相关性；（5）汉语情态动词的早期习得部分与情态系统本身的复杂性有关；部分与儿童的心智发展有关；部分与成人的语言输入有关。
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| 目錄：
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前言
Acknowledgements
Chapter 1 Introduction
1.1 Research Orientation
1.2 Rationale
1.2.1 The Importance of Modal System
1.2.2 The Importance of Modal Acquisition in Child Language Research
1.2.3 The Deficiency of Previous Studies on Chinese Modal Acquisition
1.2.4 Summary
1.3 Scope
1.4 Organization of the Book
Chapter 2 Modal Acquisition
2.1 Modality
2.2 English Modal Auxiliaries
2.3 Chinese Modal Auxiliaries
2.3.1 Terms and Modal Forms Proposed by Chinese Linguists
2.3.2 The Syntactic Characteristics of Chinese Modals
2.3.3 The Semantic Characteristics of Chinese Modals
2.3.4 The Pragmatic Characteristics of Chinese Modals
2.4 The Acquisition of Modality
2.4.1 Previous Studies of Modal Acquisition in English and Other Languages
2.4.2 Previous Studies of Modal Acquisition in Chinese
2.5 Theoretical Accounts of L1 Modal Acquisition
2.5.1 Perkin''s Explanation
2.5.2 The Theory of Mind Hypothesis
2.5.3 Caregiver Input and Acquisition of Modality
2.5.4 A Converging Constraints Model
2.6 Research Questions
2.7 Summary
Chapter 3 Methodology
3.1 Case-study Methodology
3.1.1 Defining Case Study
3.1.2 Advantages and Disadvantages of Case Study
3.1.3 Justification for the Application of Case Study Method
3.2 The Subject and Settings
3.3 Data-collection Procedures
3.3.1 The Handwritten Diary
3.3.2 The Audio-recordings
3.3.3 The Video-recordings
3.4 Data Transcription and Analysis
Chapter 4 Features of Modals in the Child''s Data and in the Caregivers'' Data
4.1 The Acquisition of Modal Forms in the Child''s Data
4.1.1 The Emergence of Chinese Modal Forms in the Child''s Data.
4.1.2 Distribution of Modal Forms in the Child''s Data Across Time Periods
4.1.3 Summary
4.2 The Acquisition of Semantics of Modals in the Child''s Data
4.2.1 The Semantic Category of Modals for the First Occurrence in the Child''s Data
4.2.2 Distribution of Semantic Categories of Modals in the Child''s Data Across Time Periods
4.2.3 Summary
4.3 The Acquisition of Syntactic Structures of Modal Utterances in the Child''s Data
4.3.1 Distribution of Syntactic Structures of Modal Utterances in the Child''s Data Across Time Periods
4.3.2 Sentence Types and Semantic Categories of Modals in the Child''s Data
4.3.3 Subjecthood and Semantic Categories of Modals in the Child''s Data
4.3.4 Summary
4.4 A Comparison of the Features of Modals in the Caregivers'' Data and in the Child''s Data Across Time Periods
4.4.1 Distribution of Modal Forms in the Caregivers Data and in the Child''s Data Across Time Periods
4.4.2 Distribution of Semantics of Modals in the Caregivers'' Data and in the Child''s Data Across Time Periods
4.4.3 Distribution of the Syntactic Structures of Modal Utterances in the Caregivers'' Data and in the Child''s Data Across Time Periods
4.4.4 Summary
Chapter 5 General Discussion
5.1 Summary of Major Findings
5.2 Discussion
References
Appendix The First Five Occurrences of Modals in the Child''s Data
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