臺灣博碩士論文加值系統

兒童學習國語時貌研究過去一直偏向於探討時貌標記的使用，例如了、過、著、在的分佈及使用時機。然而，既然國語表示時貌的方式不只一種，我們認為兒童可能也會用其他的方法表達時貌。此外，時貌標記的使用和某些詞彙/結構常同時出現，和其他詞彙/結構則不能或只能有條件的同時出現，我們認為小孩如果能用時貌標記以外的方法表達時貌，可能也會知道這些規範。
於是我們選擇了六種符合以上兩類條件的的辭彙或是結構，以三個年齡分布在一歲六個月到三歲三個月的小孩為實驗對象，探討這個年齡層小孩使用六個辭彙/結構的能力，包括：時間副詞 (temporal adverbials)、助動詞 (auxiliaries)、否定 (negation markers)、暫時時貌 (reduplication)、把字句 (ba)、有/沒有 (you/mei(you))。
我們發現，這個年齡層的小孩的確已經開始使用這些詞彙/結構了，大小孩對它們的掌握能力又比小小孩的好；因此，我們認為要全面了解兒童在這個階段表達時貌的能力，不宜忽略非時貌記號所扮演的角色。

Studies on the acquisition of the Chinese aspectual system tend to focus on children’s knowledge of the use of aspect markers. However, we found that the use of some other devices could be an important development in aspect encoding during the age of 1;6-3;3. We have three kinds of evidence that supports such a view. First, with age, the subject children became more competent in drawing out other devices that have aspectual meanings. These devices included aspectuals (a kind of temporal adverbials proposed by Erbaugh 1992), reduplication, and you/mei(you). Second, older children also used devices that do not directly carry aspectual meanings but have special co-occurring pattern/constraints with the markers. These devices included temporal adverbials that are not aspectuals, auxiliaries, the negation markers bu and mei(you), and ba. Third, some of the devices that had aspectual meanings in children’s data also occurred selectively with certain situation types, as have often been reported for aspect markers. These findings suggest that children’s development of aspect encoding involves the increasing awareness of resources other than aspect markers in conveying relevant meanings and the co-occurring potentials/restrictions between aspect markers and some grammatical constructions.

ABSTRACT (Chinese) i
ABSTRACT (English) ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
Chapter 1 Introduction and Literature Review 1
1.1 Introduction 1
1.2 The Theory of Aspect 5
1.2.1 Situation Type 6
1.2.2 Viewpoint Aspect 10
1.2.3 The Perfective Marker –Le 11
1.2.4 The Imperfective Marker Zai 16
1.3 The Six Devices 16
1.3.1 Temporal Adverbials 17
1.3.2 Auxiliaries 20
1.3.3 Negation Markers 23
1.3.4 Reduplication 30
1.3.5 Ba 31
1.3.6 You/Mei(you) 34
1.4 Children’s Acquisition of Aspect 35
1.4.1 Tense/Aspect Acquisition in Cross-Linguistic Studies 35
1.4.2 The Acquisition of Aspect in Mandarin Chinese 38
1.4.3 Summary and Predictions 49

Chapter 2 The Current Study 54
2.1 Language Sample 54
2.2 Coding 59
2.2.1 Three Levels of Usability of Utterances 60
2.2.2 Three Kinds of -Le 61
2.2.3 The Classification of Situation Types 66
2.3 A Brief Sketch of the Results 67

Chapter 3 Results and Discussion of the First Research Question 71
3.1 The Perfective Marker -Le 71
3.2 Devices with Perfective Meaing: Aspectuals and You/Mei(you) 75
3.3 The Imperfective Marker Zai 79
3.4 Devices with Imperfective Meaning: Aspectuals and Reduplication 81
3.5 Conversational Contingency 89
3.5.1 The Perfective Marker –Le 89
3.5.2 Devices with Perfective Meaing: Aspectuals and You/Mei(you) 94
3.5.3 The Imperfective Marker Zai 96
3.5.4 Devices with Imperfective Meaning: Aspectuals and Reduplication 102
3.6 Summary 107

Chapter 4 Results and Discussion of the Second Research Question 108
4.1 Other Temporal Adverbials (Non-Aspectuals) 109
4.2 Auxiliaries 128
4.3 Negation Markers 128
4.4 Ba 129
4.5 Summary 132

Chapter 5 Results and Discussion of the Third Research Question 134
5.1 Three Levels of Analysis 134
5.2 Temporal Adverbials 136
5.3 Auxiliaries 143
5.4 Negation Markers 149
5.5 Reduplication 154
5.6 Ba 157
5.7 You/Mei(you) 158
5.8 Summary 160

Chapter 6 General Discussion and Conclusion 162
6.1 General Discussion 162
6.2 Conclusion 167

REFERENCES 170
APPENDIX: Abbreviations. 177

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