摘要
文章通过对两名说汉语儿童1～4岁长期跟踪观察获得的语料进行分析,发现4岁前儿童已具备基本的时间意识,但仅能习得其中较为典型的类型。从"了"字表示完成和表示事态变化两种不同含义的角度,揭示说汉语儿童早期时间意识是从"了"开始的,得出"了"的习得过程、特点及规律,并从认知和心理方面分析影响"了"的习得和影响儿童早期时间范畴习得的原因,以期对儿童早期母语教育提供借鉴和帮助。
With the analysis of the longitudinal data of two children from one to four years old,this paper shows that children before four years old have already had the cognitive ability of dealing with past time,but this ability is limited to the typical structures representing the past time.From the perspective of two different meanings of ＂le＂：one is representing the completeness of the object;the other is representing the dynamic condition of the object,this paper reveals that children＇s early acquisition of ＂le＂ is the beginning of the sense of time.It also obtains the process,features and rules of Mandarin-speaking children＇s early acquisition of ＂le＂ from the perspective of cognition and psychology,focusing on the reasons of how these two factors influence the acquisition of Mandarin-speaking children＇s early acquisition of ＂le＂ and time category,hoping to offer some help to children＇s early mother-tongue teaching.
出处
《哈尔滨学院学报》
2012年第4期82-85,111,共5页
Journal of Harbin University
基金
长沙理工大学2011年度教改课题
项目编号:JG1152
