The development of referential choice in English and Japanese: a discourse-pragmatic perspective
The development of referential choice in English and Japanese: a discourse-pragmatic perspective
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DOI：
10.1017/s030500090600763x
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发表时间：
2006-11-01
影响因子：
2.2
通讯作者：
Kuriyama, Yoko
中科院分区：
文献类型：
--
作者：
Guerriero, A. M. Sonia;Oshima-Takane, Yuriko;Kuriyama, Yoko
本研究探讨了不同发展阶段的儿童对动词论元的指称选择是否受到话语指称的语用特征的影响，不仅包括学习无论元语言的儿童，也包括学习显性论元语言的儿童。在研究一中，形式（空，代名词，或词汇）和所指的地位（给予或新）的动词参数进行了系统的分析，在六个讲英语和六个讲日语的儿童和他们的母亲时，儿童在1;9和3;0。在研究2中，非语言的语用相关（指向，达到，移动，使头部运动，或有目的的注视方向指向一个指示）进行了分析，除了形式和指称状态的参数在MLU 1.00和4.00之间的四个语言时期在两个讲英语和两个讲日语的儿童和他们的母亲。结果表明，当语言和非语言的指称行为被认为是，英语为母语的儿童表现出的模式一致的语言普遍的，以及语言特定的话语语用原则2;0（MLU 2.00和2.99之间），而日语为母语的儿童没有显示这些模式，甚至迟至3;0（MLU 4.00及以上）。结果还表明，儿童暴露于更一致的话语语用参照模式，从他们的输入往往比那些暴露于不一致的模式更早地显示这些模式。总之，这些研究结果表明，话语所指的指称地位以及父母的输入预测儿童的指称选择在类型上不同的语言。
The present research investigated whether children's referential choices for verb arguments are motivated by pragmatic features of discourse referents across different developmental stages, not only for children learning null argument languages but also for those learning overt argument languages. In Study I, the form (null, pronominal, or lexical) and referential status (given or new) of verb arguments were systematically analysed in six English-speaking and six Japanese-speaking children and their mothers when the children were at 1;9 and 3;0. In Study 2, non-linguistic pragmatic correlates (pointing, reaching, moving, making a head motion, or purposeful gaze direction toward a referent) were analysed in addition to the form and referential status of arguments at each of four linguistic periods between MLU 1.00 and 4.00 in two English-speaking and two Japanese-speaking children and their mothers. The results revealed that, when both linguistic and non-linguistic referential behaviours were considered, the English-speaking children showed patterns consistent with language-universal as well as language-specific discourse-pragmatic principles by 2;0 (between MLU 2.00 and 2.99), whereas the Japanese-speaking children did not show these patterns even as late as 3;0 (MLU 4.00 and above). Results also indicated that the children who were exposed to more consistent discourse-pragmatic referential patterns from their input tended to show these patterns earlier than those exposed to inconsistent patterns. Together these findings suggest that both the referential status of discourse referents as well as parental input predict children's referential choices across typologically different languages.