張顯達臺灣大學：語言學研究所林欣誼Lin, Hsin-YiHsin-YiLin2007-11-282018-06-282007-11-282018-06-282006http://ntur.lib.ntu.edu.tw//handle/246246/59398本篇論文旨在探討情境與先備語言知識對於兒童量詞使用的影響。論文實驗受測者為30位四歲兒童、30位六歲兒童及15位成人，其母語皆為中文。實驗依名詞熟悉度分為兩組，第一組實驗由舊有名詞組成，第二組實驗則為創新名詞。除此之外，測試材料依目標名詞特性進一步細分：其一包含個體(individuals)，其二包含個體與集合之間的轉換(a shift from individuals to collections of individuals)。經由結果分析顯示，受測者的量詞使用同時受到情境與先備語言知識影響，然而在名詞的個體與集合轉換同時作用下，來自情境與先備語言知識的影響將會減弱。 本篇研究相信受測者的量詞使用結果驗證Clark (1997, 1998, 2003) 所提出的Multiple-perspective theory。在情境轉變時，受測者使用不同量詞標記他們所選擇的觀點(perspective)，而觀點的選擇根源於情境資訊及名詞中的不同語意層次。除此之外，名詞的可數(count)與不可數(mass)亦可能左右量詞選擇。本篇研究結果強調情境在兒童字彙學習中的重要地位。The present study aims to examine the influence of contextual variances and prior linguistic knowledge on children’s classifier use. 30 4-year-olds (Age 4), 30 6-year-olds (Age 6), and 15 adults participated in the two tasks of this investigation. All these participants spoke Mandarin as their first language. The two tasks comprised story telling and question answering. The stories were made up to present contexts, and questions were designed to elicit participants’ classifier use. Two sets of materials contained in the tasks, in which one involved a shift from individuals to collections of individuals, and the other not. This individual-collection shift brought differences in the perceptual properties and in the functions of objects, which could influence participants’ classifier choices. The target nouns in these two tasks were divided into familiar ones in Task 1 and novel ones in Task 2. Each of these objects was assigned to two stories, intending to provide different contextual information, and trigger different classifier-noun sequences. From these tasks, participants’ classifier usage for both familiar and unfamiliar nouns under different contexts was obtained. The results showed that both contextual variances and unfamiliarity with objects could affect participants’ classifier use in all the three age groups. However, when the individual-collection shift was involved, the influence from contexts and unfamiliarity with objects was reduced. Participants’ change of classifiers relate to their cognitive perspectives on objects. Clark (1997, 1998, 2003) claims that different contexts will activate speakers’ different perspectives, which are marked by word-choice. In this research, participants use different classifiers to present their chosen perspectives on objects in different contexts. Our findings further suggest that these perspectives are determined based on contextual information and multiple levels of nouns. Moreover, the contrast between individuals and collections which indicates a mass-count distinction should be also a crucial factor in classifier choices. According to these findings, this thesis supports Clark’s (1997, 1998, 2003) Multiple-perspective theory, and emphasizes the significance of contexts in word learning.Table of Contents List of Tables iii List of Figures iv Chapter 1 Introduction 1 1.1 Background 1 1.2 Purpose 5 1.3 Organization 6 Chapter 2 Literature Review 7 2.1 The Chinese classifier system 7 2.2 Acquisition of classifiers 15 2.2.1 The functions of classifiers 15 2.2.2 The selections of classifiers 18 2.2.3 Multiple perspective theory 21 Chapter 3 Task Ⅰ: Task on Children’s Classifier Selection for Familiar Nouns 24 3.1 Subjects 24 3.2 Materials 25 3.3 Procedure 29 3.4 Scoring 31 3.5 Results 32 3.5.1 The score on Precision 32 3.5.2 Classifier change of Children groups and Adult group 33 3.5.3 Classifier change of Age 4 and Age 6 35 3.5.4 The relation between classifier change and the nouns 37 3.5.5 Classifier change selections of adult and children groups 39 3.5.6 Summary 42 Chapter 4 Task Ⅱ: Task on Children’s Classifier Selection for Novel Nouns 43 4.1 Subjects 43 4.2 Materials 43 4.3 Procedure 45 4.4 Scoring 48 4.5 Results 48 4.5.1 The score on Precision 48 4.5.2 Classifier change of children groups and adult group 49 4.5.3 Classifier change of Age 4 and Age 6 50 4.5.4 Summary 51 4.6 The relation between familiarity of objects and Classifier change 52 4.7 Between Task 1 and Task 2 under each set 53 Chapter 5 General Discussion 56 5.1 The relation between contexts and classifier selection 56 5.1.1 Set 1: Classifier change without perceptual reinforcement 56 5.1.2 Set 2: Classifier change with perceptual reinforcement 60 5.1.2.1 Classifiers and measure words 62 5.1.2.2 Mass-count distinction 64 5.2 The influence of prior linguistic knowledge on classifier selection 67 5.3 The using of the general classifier ge 70 Chapter 6 Conclusion 73 References 78 Appendices 831398156 bytesapplication/pdfen-US情境觀點量詞字彙學習語言習得contextperspectiveclassifierword learninglanguage acquisitionotherhttp://ntur.lib.ntu.edu.tw/bitstream/246246/59398/1/ntu-95-R92142008-1.pdf