基于語料庫的漢語物體指稱行為研究
發(fā)布時間：2018-08-30 11:36
【摘要】：指稱物體是日常交際中常見的行為類型。本文運用語料庫語言學方法,對比分析漢語交際中成人和兒童在實施物體指稱行為方面的異同。 指稱行為常需借助指稱語實施。本文借鑒馬博森(2005)分析人物指稱行為的研究思路,構(gòu)建了一個研究自然會話中物體指稱行為的三分模式。該三分模式由物體本體層、認知層和語言體現(xiàn)層構(gòu)成。在物體本體層,本文區(qū)分物理世界、心理世界和話語世界的不同物體類型。在認知層,我們把指稱物體看作是發(fā)話人在當前話語空間對指稱對象進行識解的過程,在此基礎(chǔ)上本文分析了影響發(fā)話人識解的三方面因素：識解方式、語境因素和物體的認知本體因素。在語言體現(xiàn)層,本文構(gòu)建了物體指稱語系統(tǒng),該系統(tǒng)由現(xiàn)場物體指稱語系統(tǒng)、非現(xiàn)場物體指稱語系統(tǒng)、混合指稱語系統(tǒng)和類指語系統(tǒng)四部分構(gòu)成。除物體指稱語系統(tǒng)外,本文在語言體現(xiàn)層還分析了與物體指稱語相關(guān)的引入語與續(xù)談?wù)Z的語義關(guān)聯(lián)類型、類名切換現(xiàn)象、轉(zhuǎn)指現(xiàn)象、指示詞“這”、“那”的用法、指稱修正現(xiàn)象以及編碼非現(xiàn)場物體時的指稱語分布模式。 除指稱語外,實施物體指稱行為還常借助指向、像似等非語言手段,本文把這些由手實施的非語言手段稱為涉手模式,并構(gòu)建了物體指稱行為中涉手模式的分析框架。該框架首先把物體分為三類：現(xiàn)場物體、非現(xiàn)場物體和一類物體,然后進一步區(qū)分指稱物體時使用的三種涉手模式類型：指向、像似和放置,其中指向模式可細分為大指向和小指向；像似模式可細分為模型模式、動作模式和描繪模式。在這個分析框架的基礎(chǔ)上,本文分析了實施物體指稱行為時涉手模式與指稱語的三種互動方式：涉手模式從屬于指稱語、指稱語從屬于涉手模式、涉手模式和指稱語居于平等地位。 以上述三分模式和涉手模式的分析框架為基礎(chǔ),本文制定語料標注方案,標注用于對比的錄音語料和錄像語料,其中錄音語料用于對比分析成人和兒童在使用指稱語方面的異同,錄像語料用于對比分析兩類人群在使用涉手模式方面的異同。 本文的對比分析從11個方面展開,主要有如下發(fā)現(xiàn)： (1)成人和兒童在指稱物體時使用指稱語的策略以相同點居多。差異主要包括：成人所使用的指稱語的形式比兒童更為豐富；在引入非現(xiàn)場物體時,成人傾向于使用定指語,兒童傾向于使用不定指語；成人更多地使用“那”指稱語、“的”字結(jié)構(gòu)、復指語和零形式：兒童更多地使用數(shù)量結(jié)構(gòu)名詞短語、參照點結(jié)構(gòu)名詞短語、代詞“它”和引語中的指稱語；在選擇類名切換策略方面,成人更多使用由下位類名切換至上位類名的策略,而兒童傾向于在同級類名之間切換；在指示詞的用法方面,成人更多地使用表可識別的“那”,兒童更多地使用承擔續(xù)談用法的“這”和“那”； (2)在使用涉手模式方面,兩類人群的表現(xiàn)既有相同點也有不同點。相同點包括：在使用指向模式方面,大部分大指向用于指明現(xiàn)場物體；大部分小指向用于指明非現(xiàn)場物體和一類物體;在指明非現(xiàn)場物體和一類物體時,兩類人群均更依賴指稱語。在使用像似模式方面,大部分像似模式都用于描述非現(xiàn)場物體,像似模式與指稱語的主要互動方式均為像似模式從屬于指稱語。在不同點方面,我們發(fā)現(xiàn)兒童在指明現(xiàn)場物體時更依賴指向模式,而成人更依賴指稱語。在使用像似模式表征非現(xiàn)場物體和一類物體時,成人更多地使用模型模式,兒童則傾向于使用描繪模式。 基于上述發(fā)現(xiàn),本文認為,4歲至9歲兒童的指稱交際能力整體上仍處于發(fā)展之中,與成人相比仍存在差異。
[Abstract]:Referential object is a common type of behavior in daily communication. This paper uses corpus linguistics to analyze the similarities and differences between adults and children in implementing object referential behavior in Chinese communication.
Referential behavior is often carried out by referential terms. Based on Mabson's (2005) analysis of referential behavior, this paper constructs a three-part model of referential behavior in natural conversation. The three-part model consists of object noumenon layer, cognitive layer and linguistic expression layer. On the cognitive level, we regard the referential object as the process of the speaker's understanding of the referential object in the current discourse space. On this basis, this paper analyzes three factors that affect the speaker's understanding: the mode of understanding, the context factor and the cognitive noumenon factor of the object. This paper constructs an object referential system, which consists of four parts: on-site object referential system, off-site object referential system, mixed referential system and quasi-referential system. Class name switching, anaphora, the usage of the demonstratives "this" and "that", referential modification and the distribution pattern of referential terms in encoding off-site objects.
In addition to referential expressions, non-verbal means such as pointing and iconicity are often used to refer to objects. In this paper, these non-verbal means implemented by hand are called hands-involved patterns, and an analytical framework of hands-involved patterns in object referential behaviors is constructed. Further distinguish the three types of hand-touching patterns used when referring to objects: pointing, iconicity and placement, in which the pointing patterns can be subdivided into large and small pointing; the iconicity patterns can be subdivided into model patterns, action patterns and description patterns. There are three interactive modes of referential expressions: referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, and referential expressions are on an equal footing.
Based on the analysis framework of the above-mentioned three-part model and hands-involved model, this paper develops a corpus annotation scheme to annotate the audio and video corpus for comparison, in which the audio corpus is used to compare and analyze the similarities and differences between adults and children in the use of reference, and the video corpus is used to compare and analyze the two groups of people in the use of hands-involved model. Similarities and differences.
The comparative analysis of this article starts from 11 aspects, mainly as follows:
(1) Adults and children use the same referential language when referring to objects. The differences mainly include: adults use more abundant forms of referential language than children; adults tend to use the fixed reference language when introducing off-site objects; children tend to use the indefinite reference language; adults use more "that" referential language. Children use more quantitative NOUN phrases, reference point NOUN phrases, pronoun "it" and references in quotations; adults use more switching strategies from subordinate to superordinate in choosing class name switching strategies, while children tend to switch between class names at the same level. In terms of the usage of demonstratives, adults use more "that" which can be identified by the table, and children use more "this" and "that" which assume the continuation usage.
(2) There are similarities and differences in the performance of the two groups of people in the use of hand-involved mode. The similarities include: in the use of pointing mode, most of the large pointing points are used to indicate the scene objects; most of the small pointing points are used to indicate the non-scene objects and a class of objects; and both groups of people are more dependent when pointing out the non-scene objects and a class of objects. In terms of using iconic patterns, most iconic patterns are used to describe off-site objects. The main interaction between iconic patterns and referents is that iconic patterns are subordinate to referents. When similar patterns represent off-site objects and a class of objects, adults use model patterns more often, while children tend to use descriptive patterns.
Based on the above findings, this paper argues that children aged 4 to 9 are still developing their referential communicative competence as a whole, and there are still differences compared with adults.
【學位授予單位】：浙江大學
【學位級別】：博士
【學位授予年份】：2013
【分類號】：H136
本文編號：2212947
[Abstract]:Referential object is a common type of behavior in daily communication. This paper uses corpus linguistics to analyze the similarities and differences between adults and children in implementing object referential behavior in Chinese communication.
Referential behavior is often carried out by referential terms. Based on Mabson's (2005) analysis of referential behavior, this paper constructs a three-part model of referential behavior in natural conversation. The three-part model consists of object noumenon layer, cognitive layer and linguistic expression layer. On the cognitive level, we regard the referential object as the process of the speaker's understanding of the referential object in the current discourse space. On this basis, this paper analyzes three factors that affect the speaker's understanding: the mode of understanding, the context factor and the cognitive noumenon factor of the object. This paper constructs an object referential system, which consists of four parts: on-site object referential system, off-site object referential system, mixed referential system and quasi-referential system. Class name switching, anaphora, the usage of the demonstratives "this" and "that", referential modification and the distribution pattern of referential terms in encoding off-site objects.
In addition to referential expressions, non-verbal means such as pointing and iconicity are often used to refer to objects. In this paper, these non-verbal means implemented by hand are called hands-involved patterns, and an analytical framework of hands-involved patterns in object referential behaviors is constructed. Further distinguish the three types of hand-touching patterns used when referring to objects: pointing, iconicity and placement, in which the pointing patterns can be subdivided into large and small pointing; the iconicity patterns can be subdivided into model patterns, action patterns and description patterns. There are three interactive modes of referential expressions: referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, referential expressions are subordinate to referential expressions, and referential expressions are on an equal footing.
Based on the analysis framework of the above-mentioned three-part model and hands-involved model, this paper develops a corpus annotation scheme to annotate the audio and video corpus for comparison, in which the audio corpus is used to compare and analyze the similarities and differences between adults and children in the use of reference, and the video corpus is used to compare and analyze the two groups of people in the use of hands-involved model. Similarities and differences.
The comparative analysis of this article starts from 11 aspects, mainly as follows:
(1) Adults and children use the same referential language when referring to objects. The differences mainly include: adults use more abundant forms of referential language than children; adults tend to use the fixed reference language when introducing off-site objects; children tend to use the indefinite reference language; adults use more "that" referential language. Children use more quantitative NOUN phrases, reference point NOUN phrases, pronoun "it" and references in quotations; adults use more switching strategies from subordinate to superordinate in choosing class name switching strategies, while children tend to switch between class names at the same level. In terms of the usage of demonstratives, adults use more "that" which can be identified by the table, and children use more "this" and "that" which assume the continuation usage.
(2) There are similarities and differences in the performance of the two groups of people in the use of hand-involved mode. The similarities include: in the use of pointing mode, most of the large pointing points are used to indicate the scene objects; most of the small pointing points are used to indicate the non-scene objects and a class of objects; and both groups of people are more dependent when pointing out the non-scene objects and a class of objects. In terms of using iconic patterns, most iconic patterns are used to describe off-site objects. The main interaction between iconic patterns and referents is that iconic patterns are subordinate to referents. When similar patterns represent off-site objects and a class of objects, adults use model patterns more often, while children tend to use descriptive patterns.
Based on the above findings, this paper argues that children aged 4 to 9 are still developing their referential communicative competence as a whole, and there are still differences compared with adults.
【學位授予單位】：浙江大學
【學位級別】：博士
【學位授予年份】：2013
【分類號】：H136
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