新加坡英汉双语儿童对形状量词 “条”、“片”、“粒”的习得研究 = A study of the acquisition of Chinese shape classifiers tiao, pian, li by English-Chinese bilingual children in Singapore

• Main Author: 李婷 Lee, Grace Ting
• Other Authors: Lin Jingxia
• Format: Final Year Project
• Language: Chinese
• Published: 2018
• Subjects: DRNTU::Humanities; DRNTU::Social sciences; DRNTU::Social sciences::Education::Chinese; DRNTU::Humanities::Linguistics::Sociolinguistics::Language acquisition
• Online Access: http://hdl.handle.net/10356/73434
• Institution: Nanyang Technological University

目前学界已有不少关于形状量词习得的研究（如Erbaugh, 1986; Hu, 1993a; Liang, 2008），亦有一些关于双语儿童的量词习得研究（如Gao, 2010; Gao, 2015）。然而，针对新加坡儿童进行的形状量词习得研究目前仅有 Loke & Harrison (1986)，而该研究至今已有三十多年。不论是在学校或平日的生活环境中，新加坡双语儿童接触华语的机会较少，对儿童的量词习得可有一定的影响。本研究通过家长问卷和访谈式的语言测试，调查了44名新加坡双语儿童对形状量词“条”、“片”和“粒”的习得情况，并从分析结果中考察正规教育与新加坡语言环境的影响。本研究发现华文教育有助于学生了解形状量词的概念及其语义特征，但“条”的引申用法及“片”作整体量词的使用是儿童量词习得的难点。此外，本文也发现“粒”的教学对儿童习得“粒”有一定程度上的帮助，但儿童一般仍因受环境影响而以“粒”计量任何体积的物件。本文研究结果能为新加坡华语教育界提供有价值的参考，并为形状量词的习得研究带来新的发现。 There has been much research on children’s acquisition of shape classifiers (e.g. Erbaugh, 1986; Hu, 1993a; Liang, 2008) and some on bilingual children’s acquisition of Chinese classifiers in general (e.g. Gao, 2010; Gao, 2015). However, there currently exists just one study (Loke & Harrison, 1986) concerning the acquisition of shape classifiers targeted at English-Chinese bilingual children in Singapore. Furthermore, the results from Loke & Harrison (1986) may lack relevance to the current language context in Singapore since the study was conducted more than 30 years ago. The lack of exposure to Mandarin input may influence the acquisition of shape classifiers by children in Singapore. Through the use of parents’ questionnaires and interviews with children, this study seeks to investigate the acquisition of shape classifiers, tiao, pian and li, by bilingual children in Singapore and, from analysis of the test results, explore the influences of formal education and Singapore’s unique language environment. This study finds that formal education does aid students in understanding the semantic meanings of shape classifiers, but the extended usage of tiao and the usage of pian as a collective classifier remain as challenges in children’s acqusition of shape classifiers. Besides, this study also finds that the education of li is effective to a certain extent, but children continue to use li for quantifying noun objects of any size due to influences from their language environment. The findings from this study may provide valuable insights for the education industry in Singapore and future studies concerning the acquisition of shape classifiers.