語言線索習得與句法表徵之發展

Abstract

發展心理語言學家對幼童是否具有抽象的句法表徵持有相左的意見。忽略了測驗 幼童時使用的任務的困難度以及需要與語言表徵與其他認知部門合作的任務往 往會使幼童無法順利地展現其相對應之句法能力。在本文中，作者欲探究語言線 索與抽象句法表徵的關係。在此檢視動物性、詞序以及格標記三種語言線索對幼 童的使役句的抽象表徵進行探究。此次研究對象為兩歲半、三歲半、四歲半以及 六歲半的兒童，冀期能進一步地知道表徵的發展歷程與語言線索的關連性。

Developmental psycholinguists disagree over the role of syntax abstraction in young children. Ignoring to consider factors such as demanding tasks that require linguistic representation to signal to other cognitive functions and difficulty in verb interpretation often obscures young children’s demonstration of abstraction of syntax. The author argues that cues available to preschoolers can affect their construction of syntactic representation of causative constructions. The author attempted to investigate 3 cues, namely animacy, word order, and case marker across four age preschooler populations, i.e., 2;6, 3;6, 4;6, and 5;6 to see how the number of cues can affect these preschoolers’ syntactic representations.