焦点与级差--现代汉语才和就的儿童语言习得研究

儿童的语义习得近年来一直是语言学、心理语言学等学科研究的热门 领域，也是语言与认知研究的热点。本书从理论语言学的角度出发，结合 当代心理语言学的实验研究方法，严格按照国际主流儿童语言习得研究的 实验程序和理论假设对汉语儿童焦点敏感词“才”/“就”与焦点、级差表 征有关的句法和语义知识进行了多方面的考察，揭示了汉语儿童认知发展 与焦点、级差结构表征之间的内在关系，探讨了生成语法规则、语言环境 、认知在语义习得中的作用。作者从级差语义发展与认知、语义与语用发 展交互作用的角度对实验结果做了有说服力的解释。从谓语焦点结构与自 然语言中信息表达的非标记性结构(即主题一述语结构)的同构性以及英汉 句子结构的差异方面探讨了汉语儿童与英语儿童对限制焦点理解的异同， 对语言的共性和个性与语言习得之间的关系做了积极的理论探讨。

杨小璐 清华大学外语系副教授，清华大学心理学与认知科学中心兼职研究人员。香港中文大学现代语言与文化系语言学博士，美国麻省理工大学脑与认知科学系访问学者(2005年)。研究方向是语言习得、心理语言学以及语言与认知。目前关注的是儿童句法、语义发展，希望透过儿童的语言发展，探索语言的起源、共性与个性，以及语言能力与其他认知能力发展的关系。其研究成果在国际重要的语言习得会议和国外出版的论文集以及国内多家语言学核心期刊发表，获得了学界的关注。

Chapter One Introduction 1.1 Focus and Scales: Only and Even 1.2 CAI and JIU in Mandarin Chinese 1.3 Significance of the Present Study 1.4 Overview of the Book Chapter Two Semantics and Pragmatics of CAI and JIU 2.1 Introduction 2.2 CAI and JIU as Scalar Focus Particles 2.3 CAI and JIU in the Time Domain 2.4 CAI and JIU in the Quantity Domain 2.5 CAI and JIU in the Conditional Domain 2.6 CAI and JIU as Restrictive Focus Operators 2.6.1 A distinction between pre-foci and post-loci CAI and JIU 2.6.2 Restrictive CAI/JIU and ZHI 2.6.2.1 Restrictive focus operator ZHI in Mandarin Chinese 2.6.2.2 CAI and JIU as restrictive focus operators 2.7 Summary Chapter Three Investigating CAI and JIU in Acquisition: Rationale and Research Hypotheses 3.1 Time/Quantity CAI/JIU and Scales in Acquisition 3.2 Time, Quantity, and Conditional CAI/JIU Acquisition 3.3 Restrictive Focus in Acquisition 3.4 A Preliminary Survey of CAI and JIU in Children's Natural Speech Chapter Four The Acquisition of CAI/JIU Experiments (I) 4.1 Elicited Imitation Study.Children's Understanding of CAI/JIU Co-occurrence Restrictions 4.1.1 Method 4.1.1.1 Subjects 4.1.1.2 Test design 4.1.1.3 Procedure 4.1.2 Results 4.1.2.1 Analysis of correct imitation 4.1.2.1.1 Overall accuracy 4.1.2, 1.2 Effects of sentence type 4.1.2.1.3 Effects of domain on FCR items 4.1.2.2 Analysis of incorrect imitation 4.1.2.2.1 Overview of changes 4.1.2.2.2 Changes made with VCR and TRI items 4.1.2.2.3 Changes made with VCR and TRI items by domain 4.1.2.2.4 Deletion errors by domain 4.1.3 Discussion 4.2 Sentence Selection:Study.Children's Understanding of CAI/JIU in Context 4.2.1 Method 4.2.1.1 Subjects 4.2.1.2 Test design 4.2.1.3 Procedure 4.2.2 Results 4.2.2.1 Group results 4.2.2.1.1 Responses to CAI in the cai-biased contexts and JIU in the jiu-biased contexts in the three domains 4.2.2.1.2 Overall responses to CAI and JIU in the two biased: contexts 4.2.2.1.3 Comparing CAI and JIU in flu-biased and cai-biased contexts 4.2.2.2 Individual results 4.2.2.2.1 Subjects who ignored contexts 4.2.2.2.2 Subjects who differentiated between CAI and JIU in one and two domains 4.2.3 Discussion 4.3 Truth Value Judgment Study.Children's Understanding of Conditional CAI/JIU 4.3.1 Method 4.3.1.1 Subjects 4.3.1.2 Test design 4.3.1.3 Procedure 4.3.2 Results 4.3.2.1 Group results 4.3.2.2 Individual results 4.3.3 Discussion 4.4 Elicited Inference Study: Children's Understanding of Time and Quantity CAI/JIU as a Cue to Expected Values 4.4.1 Method 4.4.1.1 Subjects 4.4.1.2 Test design 4.4.1.3 Procedure 4.4.2 Results 4.4.2.1 Overall performance 4.4.2.2 Inferences of CAI and JIU in the two domains 4.4.3 Discussion 4.5 Summary Chapter Five The Acquisition of Restrictive Focus: Experiments (II) 5.1 Picture Verification Study 1 5.1.1 Method 5.1.1.1 Subjects 5.1.1.2 Test materials 5.1.1.2.1 Restrictive focus in the bare-NP context 5.1.1.2.2 Restrictive focus in the quantified-NP context 5.1.1.3 Procedure 5.1.2 Results 5.1.2.1 Results on ZHI and JIU in the bare-NP context 5.1.2.2 Results on ZHI/JIU/CAI in the quantified-NP context 5.1.3 Discussion 5.1.3.1 On ZHI/JIU in the bare-NP context 5.1.3.1.1 Pattern A responses: free-focus analysis or double-focus analysis 5.1.3.1.2 Pattern B and C responses: ignoring ZHI/JIU 5.1.3.1.3 Semantic subset principle in the acquisition of the restrictive focus in Mandarin 5.1.3.2 On ZHI/JIU/CAI in the quantified-NP context 5.2 Picture Verification Study 2 5.2.1 Method 5.2.1.1 Subjects 5.2.1.2 Test materials 5.2.1.2.1 ZHI and JIU in the bare-NP context 5.2.1.2.2 ZHI/JIU/CAI in the quantified-NP context 5.2.1.3 Procedure 5.2.2 Results 5.2.2.1 Results on ZHI/JIU in the bare-NP context 5.2.2.2 Results on ZHI/JIU/CAI in the quantified-NP context 5.2.3 Discussion 5.3 Summary Chapter Six General Discussion and Conclosion 6.1 A Review of the Experiments 6.2 Contextual Cues and Development of CAI/JIU Scales 6.3 Scalar Model of CAI/JIU and Acquisition 6.4 Semantics, Pragmatics, and Acquisition of CAI/JIU Conditionals 6.5 Predicate-focus, Topic-comment, Quantification,and Acquisition of Focus 6.6 Conclusion Bibliography Appendices 后记