学龄前儿童转喻能力发展实证研究
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摘要
本文通过三个实验考察汉语儿童的转喻能力发展。实验对象为学龄前3-5岁儿童,实验主要涉及转喻的理解和产出:理解部分采用根据故事选择图片的方法来考察儿童转喻能力的发展趋势,产出部分则通过指称游戏以及给事物命名的方法,考察儿童指称或命名的语言表达方式。结果发现,儿童的转喻理解能力随年龄的增长而增长,对转喻选择做出的相关解释也随之增加。在产出实验中,儿童呈现出不同的语言表达倾向。在指称游戏中,儿童使用转喻随年龄增长呈递减趋势;而在命名任务中,儿童使用转喻随年龄增长呈递增趋势。本文最后讨论了影响儿童转喻能力发展的因素,认为儿童转喻的理解和产出与儿童的认知发展和语用能力密切相关。
This study aims to investigate three-to five-year-old Chinese preschoolers' ability to understand and produce novel metonyms by using comprehension and production tasks. The comprehension task was a forced-choice story task with pictures. The production task consisted of two elicitation tasks. One elicitation task investigated children's ability to use metonymy as referential shorthand, and the other examined their ability to name animates metonymically based on a salient property. The results showed that the older preschoolers comprehended metonymy better and gave more relevant explanations than their younger counterparts. It was also found that younger children were more likely to produce metonyms to complete the referential task. They tended to produce more common nouns and used fewer metonyms to name animates. Possible reasons were thereafter discussed about children's development of metonymic ability, for which both cognitive and pragmatic factors are emphasized.
This study aims to investigate three-to five-year-old Chinese preschoolers' ability to understand and produce novel metonyms by using comprehension and production tasks. The comprehension task was a forced-choice story task with pictures. The production task consisted of two elicitation tasks. One elicitation task investigated children's ability to use metonymy as referential shorthand, and the other examined their ability to name animates metonymically based on a salient property. The results showed that the older preschoolers comprehended metonymy better and gave more relevant explanations than their younger counterparts. It was also found that younger children were more likely to produce metonyms to complete the referential task. They tended to produce more common nouns and used fewer metonyms to name animates. Possible reasons were thereafter discussed about children's development of metonymic ability, for which both cognitive and pragmatic factors are emphasized.
引文
Chen,Xianglan(陈香兰)&Chen,Haiyuan(陈海员).2014.Comparative study on how context influences metonymy:Evidence from eye-movement control.Foreign Language Research(4):83-87.[2014,转喻有无信息提示的眼动实验对比研究.《外语学刊》第4期:83-87.]
Clark,H.1978.Inferring what is meant.In W.J.M.Levelt&G.B.Flores d'Arcais(eds.).Studies in the Perception of Language.Chichester:Wiley,295-322.
Doherty,M.&J.Perner.1998.Metalinguistic awareness and theory of mind:Just two words for the same thing?Cognitive Development 13(3):279-305.
Falkum,I.,M.Recasens&E.V.Clark.2017.“The moustache sits down first”:On the acquisition of metonymy.Journal of Child Language 44:87-119.
Gibss,R.W.1994.The Poetics of Mind:Figurative Thought,Language and Understanding.Cambridge:CUP.
Herwegen,J.,D.Dimitriou&G.Rundblad.2013.Development of novel metaphor and metonymy comprehension in typically developing children and William syndrome.Research in Developmental Disabilities 34(4):1300-1311
Jiang,Xiaohong(江晓红).2014.A study of pragmatic motivation of referential metonymy.Modern Foreign Languages(6):743-52.[2014,指称转喻的语用动机研究.《现代外语》第6期:743-52.]
Jiang,Xiaohong(江晓红)&He,Ziran(何自然).2010.Contextual constraints on metonymy recognition.Foreign Language Teaching and Research(6):411-417.[2010,转喻词语识别的语境制约.《外语教学与研究》第6期:411-417.]
Liu,Zhengguang(刘正光)&Mi,Xiaoling(米小玲).2008.A study of preschool children's comprehension of metaphor.Journal of Sichuan International Studies University(6):40-44.[2008,学龄前儿童隐喻理解能力研究.《四川外语学院学报》第6期:40-44.]
Nerlich,B.,D.Clarke&Z.Todd.1999.“Mummy,I like being a sandwich”:Metonymy in language acquisition.In K.Panther&G.Radden(eds.).Metonymy in Language and Thought.Amsterdam:John Benjamins,361-83.
Nunberg,G.2004.The pragmatics of deferred interpretation.In L.Horn&G.Ward(eds.).The Handbook of Pragmatics.Oxford:Blackwell,44-365.
Paparagou,A.1996.On metonymy.Lingua 99:169-195.
Peng,Xuanwei(彭宣维)&Zhang,Sha(张莎).2009.Trope ability development:An empirical study of preschool children.Foreign Language Teaching and Research(5):359-364.[2009,比喻认知能力的发展--一项以学龄前儿童为对象的实证研究.《外语教学与研究》第5期:359-364.]
Piaget,J.(皮亚杰)&B.Inhelder(英海尔德)著,吴福元译,1980,《儿童心理学》.北京:商务印书馆。原著:1969.The Psychology of the Child.New York:Basic Books.
Rundblad,G.&D.Annaz.2010.Development of metaphor and metonymy comprehension:Receptive vocabulary and conceptual knowledge.British Journal of Developmental Psychology28:547-63.
Saeed,J.1997.Semantics.Oxford:Blackwell.
Shi,Lei(石磊)&Liu,Zhenqian(刘振前).2010.A review of metaphoric competence:Current status and problems.Journal of Foreign Languages(3):10-16.[2010,隐喻能力研究:现状与问题.《外国语》第3期:10-16.]
Taylor,J.2001.Linguistic Categorization:Prototypes in Linguistic Theory.Beijing:Foreign Language Teaching and Research Press.
Warren,B.2002.An alternative account of the interpretation of referential metonymy and metaphor.In R.Dirven&R.P?rings(eds.).Metaphor and Metonymy in Comparison and Contrast.Berlin/New York:Mouton de Gruyter,113-132.
Wei,Zaijiang(魏在江).2016.The embodied philosophical vies of conceptual metonymy.Modern Foreign Languages(3):358-367.[2016,概念转喻的体验哲学观.《现代外语》第3期:358-367.]
Wilson,D.2011.Parallels and differences in the treatment of metaphor in relevance theory and cognitive linguistics.Intercultural Pragmatics 8(2):177-96.
Zhao,Chen(赵晨).2013.Chinese English learners'cognitive processes of interpreting English logic metonymy.Modern Foreign Languages(1):55-61.[2013,中国学生解读英语逻辑转喻的认知机制.《现代外语》第1期:55-61.]
Zhou,Jing(周兢).1997.An exploration of language developmental stages of Chinese Children.Journal of East China Normal University(1):58-64.[1997,汉语儿童语言发展阶段新说.《南京师大学报》第1期:58-64.]
Zhou,Rong(周榕).2003.A preliminary study of children's developmental trend of metaphorical ability of time.Modern Foreign Languages(3):222-231.[2003,儿童时间隐喻能力发展趋势初探.《现代外语》第3期:222-231.]
Clark,H.1978.Inferring what is meant.In W.J.M.Levelt&G.B.Flores d'Arcais(eds.).Studies in the Perception of Language.Chichester:Wiley,295-322.
Doherty,M.&J.Perner.1998.Metalinguistic awareness and theory of mind:Just two words for the same thing?Cognitive Development 13(3):279-305.
Falkum,I.,M.Recasens&E.V.Clark.2017.“The moustache sits down first”:On the acquisition of metonymy.Journal of Child Language 44:87-119.
Gibss,R.W.1994.The Poetics of Mind:Figurative Thought,Language and Understanding.Cambridge:CUP.
Herwegen,J.,D.Dimitriou&G.Rundblad.2013.Development of novel metaphor and metonymy comprehension in typically developing children and William syndrome.Research in Developmental Disabilities 34(4):1300-1311
Jiang,Xiaohong(江晓红).2014.A study of pragmatic motivation of referential metonymy.Modern Foreign Languages(6):743-52.[2014,指称转喻的语用动机研究.《现代外语》第6期:743-52.]
Jiang,Xiaohong(江晓红)&He,Ziran(何自然).2010.Contextual constraints on metonymy recognition.Foreign Language Teaching and Research(6):411-417.[2010,转喻词语识别的语境制约.《外语教学与研究》第6期:411-417.]
Liu,Zhengguang(刘正光)&Mi,Xiaoling(米小玲).2008.A study of preschool children's comprehension of metaphor.Journal of Sichuan International Studies University(6):40-44.[2008,学龄前儿童隐喻理解能力研究.《四川外语学院学报》第6期:40-44.]
Nerlich,B.,D.Clarke&Z.Todd.1999.“Mummy,I like being a sandwich”:Metonymy in language acquisition.In K.Panther&G.Radden(eds.).Metonymy in Language and Thought.Amsterdam:John Benjamins,361-83.
Nunberg,G.2004.The pragmatics of deferred interpretation.In L.Horn&G.Ward(eds.).The Handbook of Pragmatics.Oxford:Blackwell,44-365.
Paparagou,A.1996.On metonymy.Lingua 99:169-195.
Peng,Xuanwei(彭宣维)&Zhang,Sha(张莎).2009.Trope ability development:An empirical study of preschool children.Foreign Language Teaching and Research(5):359-364.[2009,比喻认知能力的发展--一项以学龄前儿童为对象的实证研究.《外语教学与研究》第5期:359-364.]
Piaget,J.(皮亚杰)&B.Inhelder(英海尔德)著,吴福元译,1980,《儿童心理学》.北京:商务印书馆。原著:1969.The Psychology of the Child.New York:Basic Books.
Rundblad,G.&D.Annaz.2010.Development of metaphor and metonymy comprehension:Receptive vocabulary and conceptual knowledge.British Journal of Developmental Psychology28:547-63.
Saeed,J.1997.Semantics.Oxford:Blackwell.
Shi,Lei(石磊)&Liu,Zhenqian(刘振前).2010.A review of metaphoric competence:Current status and problems.Journal of Foreign Languages(3):10-16.[2010,隐喻能力研究:现状与问题.《外国语》第3期:10-16.]
Taylor,J.2001.Linguistic Categorization:Prototypes in Linguistic Theory.Beijing:Foreign Language Teaching and Research Press.
Warren,B.2002.An alternative account of the interpretation of referential metonymy and metaphor.In R.Dirven&R.P?rings(eds.).Metaphor and Metonymy in Comparison and Contrast.Berlin/New York:Mouton de Gruyter,113-132.
Wei,Zaijiang(魏在江).2016.The embodied philosophical vies of conceptual metonymy.Modern Foreign Languages(3):358-367.[2016,概念转喻的体验哲学观.《现代外语》第3期:358-367.]
Wilson,D.2011.Parallels and differences in the treatment of metaphor in relevance theory and cognitive linguistics.Intercultural Pragmatics 8(2):177-96.
Zhao,Chen(赵晨).2013.Chinese English learners'cognitive processes of interpreting English logic metonymy.Modern Foreign Languages(1):55-61.[2013,中国学生解读英语逻辑转喻的认知机制.《现代外语》第1期:55-61.]
Zhou,Jing(周兢).1997.An exploration of language developmental stages of Chinese Children.Journal of East China Normal University(1):58-64.[1997,汉语儿童语言发展阶段新说.《南京师大学报》第1期:58-64.]
Zhou,Rong(周榕).2003.A preliminary study of children's developmental trend of metaphorical ability of time.Modern Foreign Languages(3):222-231.[2003,儿童时间隐喻能力发展趋势初探.《现代外语》第3期:222-231.]