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Halliday(1975:239-265)所说的儿童语言发展过渡阶段(或第二阶段)是观察儿童如何从原型语言逐步过渡到成人语言的最佳时段。现有研究成果关注的都是儿童早期学习表达意义的各个阶段有哪些语言功能以及这些功能是如何一一得到体现的。本文将通过个案研究的方式来探索中国儿童是如何逐步掌握母语的下列八个子系统而学会表达不同意义的:1)宏观功能(macrofucntion);2)及物性(transitivity);3)人称(person);4)语气(mood);5)归一度(polarity);6)体(aspect);7)象似性(iconicity);8)逻辑连接性(logical connectivity)。本研究发现同一子系统中的各个选项不是在某个时间同时出现,并从儿童的成长规律角度对上述发现提供了初步的解释。
The transition phase (or phase II) of children’s language development referred to by Halliday (1975: 239-265) is the best time to observe how children progressively transition from prototypal language to adult language. The current research results focus on the language functions of all stages of early learning expression and how these functions are embodied. This article will explore how Chinese children gradually grasp the following eight subsystems of mother tongue to express different meanings through case studies: 1) macrofucntion; 2) transitivity; 3) 4) mood 5) polarity 6) aspect 7) iconicity 8) logical connectivity. This study found that the various options in the same subsystem do not appear at the same time at a certain time and provide a preliminary explanation of the above findings from the perspective of children’s growth.