{"title":"基于图画书的日语wh词习得语料库研究","authors":"Natsue Ito, K. Tamaoka, Michael P. Mansbridge","doi":"10.1515/glot-2019-0004","DOIUrl":null,"url":null,"abstract":"Abstract Clancy (1989. Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–47) claims that the developmental order of wh-questions in first language acquisition follows the order: what = where<who<how=why<when. Forner (1979. The mother as LAD: interaction between order and frequency of parental input and child production. In A. Hastings & F. R. Eckman (Eds.), Studies in first and second language acquisition (pp. 17–44). New York, NY: Newbury House Publishers) further argues that a mother’s order of introducing wh-questions might be influenced by her assumption of a child’s cognitive development. Similarly, the target age for picture books might also reflect an adult’s assumption of the child’s cognitive development. Accordingly, this study investigates a Japanese picture book corpus to determine whether the order of appearance for wh-words mirrors that of Clancy’s developmental order. As a result, the appearance of Japanese wh-words in the picture books were similar to Clancy’s (1989. Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–47) order except for the question dou ‘how’. Because dou and the English ‘how’ have different ranges of meaning, the data were reanalyzed which resulted in an order more similar to Clancy’s. These results suggest that the target age of picture books reflect the adult’s assumption of a child’s cognitive development. Picture books might also influence a caregivers’ order of introducing wh-words. In conclusion, this study implies external social factor such as picture books, together with other factors, might influence the children’s wh-developmental order.","PeriodicalId":37792,"journal":{"name":"Glottotheory","volume":"10 1","pages":"85 - 102"},"PeriodicalIF":0.0000,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/glot-2019-0004","citationCount":"0","resultStr":"{\"title\":\"A Picture-Book Based Corpus Study on the Acquisition of wh-words in Japanese\",\"authors\":\"Natsue Ito, K. Tamaoka, Michael P. Mansbridge\",\"doi\":\"10.1515/glot-2019-0004\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Clancy (1989. Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–47) claims that the developmental order of wh-questions in first language acquisition follows the order: what = where<who<how=why<when. Forner (1979. The mother as LAD: interaction between order and frequency of parental input and child production. In A. Hastings & F. R. Eckman (Eds.), Studies in first and second language acquisition (pp. 17–44). New York, NY: Newbury House Publishers) further argues that a mother’s order of introducing wh-questions might be influenced by her assumption of a child’s cognitive development. Similarly, the target age for picture books might also reflect an adult’s assumption of the child’s cognitive development. Accordingly, this study investigates a Japanese picture book corpus to determine whether the order of appearance for wh-words mirrors that of Clancy’s developmental order. As a result, the appearance of Japanese wh-words in the picture books were similar to Clancy’s (1989. Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–47) order except for the question dou ‘how’. Because dou and the English ‘how’ have different ranges of meaning, the data were reanalyzed which resulted in an order more similar to Clancy’s. These results suggest that the target age of picture books reflect the adult’s assumption of a child’s cognitive development. Picture books might also influence a caregivers’ order of introducing wh-words. In conclusion, this study implies external social factor such as picture books, together with other factors, might influence the children’s wh-developmental order.\",\"PeriodicalId\":37792,\"journal\":{\"name\":\"Glottotheory\",\"volume\":\"10 1\",\"pages\":\"85 - 102\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1515/glot-2019-0004\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Glottotheory\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/glot-2019-0004\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Glottotheory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/glot-2019-0004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 0
摘要
摘要Clancy（1989。韩语疑问句习得中的形式与功能。《儿童语言杂志》，16（2），323-47）声称，第一语言习得中wh问题的发展顺序如下：what = 其中<谁<如何=为什么<何时。福纳（1979。母亲作为LAD：父母投入的顺序和频率与子女生产之间的互动。A.Hastings&F.R.Eckman（编辑），《第一语言和第二语言习得研究》（第17-44页）。Newbury House Publishers）进一步认为，母亲提出wh问题的顺序可能会受到她对孩子认知发展的假设的影响。同样，图画书的目标年龄也可能反映出成年人对孩子认知发展的假设。因此，本研究调查了日本图画书语料库，以确定wh词的出现顺序是否反映了克兰西的发展顺序。因此，图画书中日语wh词的出现与克兰西（1989）的相似。韩语疑问句习得中的形式与功能。《儿童语言杂志》，16（2），323-47），除了“如何”这个问题。由于dou和英语中的“how”有不同的含义范围，因此对数据进行了重新分析，得出了与克兰西更相似的顺序。这些结果表明，图画书的目标年龄反映了成年人对儿童认知发展的假设。图画书也可能影响照顾者介绍wh单词的顺序。总之，本研究表明，图画书等外部社会因素以及其他因素可能会影响儿童的wh发展顺序。
A Picture-Book Based Corpus Study on the Acquisition of wh-words in Japanese
Abstract Clancy (1989. Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–47) claims that the developmental order of wh-questions in first language acquisition follows the order: what = where
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The foci of Glottotheory are: observations and descriptions of all aspects of language and text phenomena including the areas of psycholinguistics, sociolinguistics, dialectology, pragmatics, etc. on all levels of linguistic analysis, applications of methods, models or findings from quantitative linguistics concerning problems of natural language processing, language teaching, documentation and information retrieval, methodological problems of linguistic measurement, model construction, sampling and test theory, epistemological issues such as explanation of language and text phenomena, contributions to theory construction, systems theory, philosophy of science. The journal considers itself as platform for a dialogue between quantitative and qualitative linguistics.
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