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研究生：	李翰綸 Lee, Han-Lun
論文名稱：	第一語言習得中華語文情態助動詞「會」之研究 A Study of the Chinese Modal Verb Hui in First Language Acquisition
指導教授：	陳純音 Chen, Chun-Yin
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2018
畢業學年度：	106
語文別：	英文
論文頁數：	100
中文關鍵詞：	華語、第一語言習得、情態助動詞、會、語意
英文關鍵詞：	Mandarin Chinese, first language acquisition, modal, hui, semantics
DOI URL：	http://doi.org/10.6345/THE.NTNU.DE.016.2018.A07
論文種類：	學術論文
相關次數：	點閱：204 下載：67
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本研究主旨探討以華語為母語兒童對於中文情態助動詞「會」的語意習得，主要研究的議題包含兒童對該情態詞之五種語意理解、口語表現、習得順序、「會」的語意發展以及年紀因素。本研究語料來源包含: 詮釋測驗之是非題與CHILDS 語料庫。研究對象包括三歲組、四歲組、五歲組、六歲組以及成人組各十六人，總共八十位。
研究結果顯示: 多數兒童之語意詮釋不同於口語表達。其中孩童對於語意屬性較難分辨有諸多錯誤，孩童對於「會」的詮釋能力隨著年齡進步。口語表達方面，兒童對於「會」的某些語意尚未理解熟悉，五歲組與六歲組的部分表現與成人組相似。兒童的情態動詞「會」之習得順序部分支持前人研究成果。至於「會」的語意發展，本研究發現兒童的語意詮釋與口語表現皆不同於先前文獻。最後，年齡差異對於研究結果有顯著影響，三歲及四歲兒童仍處於詮釋部分「會」的語意階段，五歲及六歲雖能完全詮釋「會」的五種語意功能，但惟有部分達到成人表現；總言之，兒童對於「會」的語言習得隨年紀增長而提升，但仍尚未完全習得成人之語言能力。

The present study investigated children’s first language acquisition of the Mandarin Chinese modal hui with interpretation and corpus data. Five different meanings of hui were examined: the dynamic hui, the deontic hui, the epistemic hui, the generic hui, and the futurity hui. The interpretation data were obtained from twenty True/ False questions in an interpretation task, and the corpus data consisted of three hundred and twenty-nine tokens collected from the Chinese Corpora --- CHILDS. The participants were sixty-four Chinese-speaking children aged from 3 to 6, and they were further divided into four age groups. In addition, twenty Chinese adults were recruited as the control group.
The results showed that most of the children found the dynamic hui was easier than the other four meanings of hui in the interpretation task. Concerning the children’s production of hui, they uttered more sentences with the dynamic hui and with the epistemic hui than those with the other three hui’s. In addition, the acquisition order of the children’s interpretation and the production of hui was mostly incompatible. Moreover, the children’s acquisition order found in interpretation and production of hui did not match the emerging sequence proposed in the literature.
Finally, the results indicated that children at the ages of 3 and 4 could interpret the five meanings of hui; however, their production of the deontic hui was not found in the corpus. The 5- and 6-year-olds also could interpret the five meanings of hui, and their utterances were partially adult-like.

CHINESE ABSTRACT    i
ENGLISH ABSTRACT    ii
ACKNOWLEDGEMENT    iv
TABLE OF CONTENTS    vi
LIST OF TABLES    viii
LIST OF FIGURES    ix

Chapter One  Introduction    1
1.1 Motivation    1
1.2 Research Questions    4
1.3 Significance of the Study    5
1.4 Organization of the Thesis    5

Chapter Two  Literature Review    7
2.1 Meanings of the Chinese Modal Hui    7
2.2 Historical Emerging Sequence of the Chinese Modal Hui    14
2.2.1 The Diachronic Sequence of the Chinese Modal Hui    15
2.2.2 The Semantic Map of the Chinese Modal Hui    17
2.2.3 The Feature-based Classification of the Chinese Modal Hui    18
2.3 First Language Acquisition of Modal Verbs    21
2.3.1 Modyanova et al. (2009)    21
2.3.2 Gaidagri (2014)    23
2.3.3 Wang (2014)    26
2.3.4 Moscati et al. (2017)    29
2.3.5 Summary of Previous Empirical Studies    32
2.4 Summary of Chapter Two    34

Chapter Three  Research Design    35
3.1 Study I: Interpretation Task (Truth Value Judgement)    35
3.1.1 Subjects    36
3.1.2 Methods and Materials    37
3.1.3 Procedure    41
3.1.3.1 Pilot Study    41
3.1.3.2 Formal Study    42
3.1.3.3 Scoring and Data Analysis    44
3.2 Study II: Corpus Study    44
3.2.1 Subjects    45
3.2.2 Procedure    46
3.3 Summary of Chapter Three    48

Chapter Four  Results and Discussion    49
4.1 Children’s Interpretation of the Five Types of Hui    49
4.1.1 Overall Findings    50
4.1.2 General Discussion    56
4.2 Children’s Production of the Five Types of Hui    59
4.2.1 Overall Findings    59
4.2.2 General Discussion    64
4.3 A Comparison of Children’s Interpretation and Production of Hui    68
4.4 A Comparison of Children’s acquisition orders and Emerging Sequences    72
4.5 Age Effect    77
4.6 Summary of Chapter Four    80

Chapter Five  Conclusion     82
5.1 Summary of the Major Findings    82
5.2 Limitations of the Present Study and Suggestions for Future Research    84

Bibliography    86
Appendix A: Test Items Used in the Formal Study    91
Appendix B: Test Items Used in the Pilot Study    97
Appendix C: Consent Form    100


LIST OF TABLES

Table 2-1 Major Findings and the Limitations of the Previous Empirical Studies    32
Table 3-1 Background Information of the Subjects in the Experimental Study    37
Table 3-2 The Test Design of the Chinese Modal Hui in the Experimental Study    39
Table 3-3 A Sample Question of the TVJ Task    40
Table 3-4 The Trial Question of Story 1    43
Table 3-5 Background Information of the Subjects in the Corpus Study    46
Table 4-1 Overall Mean Scores of Five Meanings of Hui    50
Table 4-2 Overall P-values for the within-group between-type Differences    51
Table 4-3 Overall P-values for the within-type between-group Differences of Hui    54
Table 4-4 Subjects’ overall Productions of the Five Meanings of Hui    59
Table 4-5 Overall Chi-square for the within-group between-type Differences    60
Table 4-6 Overall P-values for the within-type between-group Differences of Hui    63
Table 4-7 A Comparison of acquisition orders of Hui in Study I and II    69
Table 4-8 A Comparison of the Children’s Acquisition Orders in Study I with the Historical
Emerging Sequences of Hui    73
Table 4-9 A Comparison of the Children’s Acquisition Orders in Study II with the Historical
Emerging Sequences of Hui    76


LIST OF FIGURES

Figure 2-1 The Semantic Map of Hui (Fan 2012:224)    17
Figure 2-2 The Feature-based Classification of Hui (Wu 2009:70)    19
Figure 2-3 The Mysterious Box (Moscati et al. 2017:1031)    30
Figure 4-1 Subjects’ Overall Interpretations of Different Meanings of Hui    52
Figure 4-2 Overall Percentages of Each Group for the Five Meanings of Hui    61
Figure 4-3 Three Acquisition Stages of Hui    79
                                

Part A. English References

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Part B. The Chinese Reference

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