新加坡3-5岁英汉双语儿童六个常用手部动词习得情况调查 = An Investigation of the Acquisition of Six Commonly Used Hand Action Verbs in Chinese and English By Bilingual Singaporean Children aged 3-5

• Main Author: 单琦 Qi, Shan
• Other Authors: Helena Gao Hong
• Format: Final Year Project
• Language: Chinese
• Published: 2017
• Subjects: DRNTU::Humanities
• Online Access: http://hdl.handle.net/10356/72715
• Institution: Nanyang Technological University

儿童的语言能力与认知发展息息相关。新加坡的多语环境给各种族儿童的双语发展奠定了良好的基础。然而或许是由于近几年英语的文化影响与国际地位，新加坡华族儿童的家庭常用语以英语为主的情况有上升的趋势。本文试图通过实验法和问卷法对38名新加坡英汉双语儿童进行实验研究，掌握3-5岁的双语儿童对剪／cut、洗／wash、擦／wipe、切／cut、开／open、刷／brush 6个手部动词的习得情况, 以此分析双语儿童在不同年龄层对于动词的掌握和理解，进而分析处于这个年龄段的儿童的认知发展水平和与其相关的各种因素，包括性别因素、语言环境因素等。本研究结果显示：新加坡3-5岁英汉双语儿童受方言影响，在描述擦拭动作时趋向使用“抹”而不是“擦”。本研究也发现：当一个词汇是基本词汇时，英语和华语语义不匹配的情况对儿童对词汇的理解影响不大。另外，研究数据证明：儿童在3岁的时候较能够抛开双语语义的相互影响，不会常出现语言负迁移的问题。Children's language skills are closely related to cognitive development. Singapore's multilingual environment has laid a solid foundation for bilingual development of all ethnic groups. However, perhaps due to the cultural influence and international status of English in recent years, English has been the most frequently spoken language in Singaporean homes, and this situation is on the rise. This paper attempts to understand the level of cognitive development of Chinese-English bilingual children in Singapore. 38 children between the ages of 3-5 took part in this experiment. Through experimental and questionnaire approach, we studied their acquisition status of 6 pairs of Chinese and English hand action verbs-剪／cut, 洗／wash, 擦／wipe, 切／cut, 开／open, 刷／brush, so as to analyze the level of cognitive development of children at this age and its associated factors, including gender and context factors. The results of this study show that 3 to 5-year-old English-Chinese bilingual children in Singapore are influenced by Chinese dialects and tend to use “[mā]” rather than “[cā]” when describing wiping movements. The study also found that when a word is a basic word, conceptual inequivalence of the English and Chinese word do not have much effect on children's understanding of the word. In addition, the study data also show that: children at the age of 3 are able to eliminate the inter-influence of English and Chinese Semantics, negative language transfer is less likely to occur on them.