پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 973 |
| تعداد مقالات | 8,046 |
| تعداد مشاهده مقاله | 13,676,060 |
| تعداد دریافت فایل اصل مقاله | 9,790,307 |
روند اکتساب واژه های متضاد در کودکان فارسی زبان | ||
| زبان پژوهی | ||
| مقاله 10، دوره 11، شماره 33، اسفند 1398، صفحه 211-232 اصل مقاله (1.04 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2018.19454.1515 | ||
| نویسندگان | ||
| احسان سعیدزاده1؛ رحیمه روح پرور* 2؛ ناهید فخر شفایی3 | ||
| 1کارشناس ارشد زبانشناسی، دانشگاه شهید باهنر کرمان | ||
| 2زبانشناسی،ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران | ||
| 3ادبیات انگلیسی، ادبیات و علوم انسانی، کرمان، کرمان، ایران | ||
| چکیده | ||
| در چند دهه اخیر، چگونگی و ترتیبِ فراگیریِ رابطة معنایی تضاد، در فرایند زبانآموزی کودکان از جنبه‌های گوناگون بررسی شده‌است. همچنین، پژوهشگران با به کارگیری روشهای گوناگون در پی تبیین این پدیده بوده اند. در این میان، چگونگی فراگیری رابطه معنایی تضاد در زبان فارسی آن‌چنان که باید بررسی نشده‌است. پژوهش حاضر، بر آن است تا مشخص کند کودکان فارسی زبان در چه سنی و با چه ترتیبی، گونه‌های مختلف واژه های متضاد (مدرج، مکمل، دوسویه و معکوس) را تولید میکنند. همچنین، این مقاله در پی پاسخ‌گویی به این پرسش است که آیا جنسیت در فراگیری این دست تضادها نقش معناداری دارد یا خیر. پژوهش حاضر از نوع توصیفی- تحلیلی و مقطعی است که از چهارچوب نظری مورفی (Murphy, 2003) و رویکرد فرازبانیوی، بهره گرفته‌است. در این راستا، نخست پنج جفت واژه متضاد در پیوند با هر یک از چهار نوع تضاد مدرج، مکمل، دوسویه و معکوس انتخاب شدند. سپس، از میان 64 کودک، چگونگی و ترتیب فراگیری رابطه معنایی تضاد در کودکان 5 تا 8 ساله فارسیزبان در دو گروه پسر و دختر و در چهار زیرگروه سنی 5/4 تا 5/5 ، 5/5 تا 5/6 ، 5/6 تا 5/7 و 5/7 تا 5/8 ساله مورد بررسی قرار گرفت. آزمونشوندگانِ پژوهش، از سه مهدکودک و یک مؤسسه آموزش زبان انگلیسی انتخاب شدند. آزمون‌شوندگان، سه آزمون همگن‌سازی از مجموعه آزمونهای بین المللی رشد زبان تولد-3 در حوزه های گوناگونِ واجی، نحوی و معنایی و با به کارگیری روش بازی با واژه ها، انجام دادند. به دنبال آن، جفت های متضاد تولیدشده توسط کودکان استخراج گردید. سپس داده ها به وسیله نرمافزار اس.پی.اس.اس بررسی شدند. یافتههای پژوهش نشان داد که در پیوند با جفت واژههای متضادِ دوسویه، رشد معنایی کودکان در تولید جفت واژههای متضاد با بالارفتن سن افزایش مییابد. همچنین یافته‌ها، نشان دهندة بهترین کاربرد در مورد جفت های متضاد مدرج و کمترین میزان کاربرد در واژههای متضاد دوسویه بود. | ||
| کلیدواژه‌ها | ||
| اکتساب زبان اول؛ تضاد دوسویه؛ معکوس؛ مکمل و مدرج | ||
| عنوان مقاله [English] | ||
| The Process of Acquiring Opposite Words in Persian Children | ||
| نویسندگان [English] | ||
| Ehsan Saeidzade1؛ Rahime roohparvar2؛ Nahid Fakhrshafaie3 | ||
| 1Master of Public Linguistics. Kerman Shahid Bahonar University | ||
| 2linguistics, Letters and Humanities, Shahid Bahonar, Kerman, Iran | ||
| 3English literature, letters and humanities, Shahid Bahonar, Kermn, Iran | ||
| چکیده [English] | ||
| The acquisition of first language is one of the most interesting and also most mysterious phenomena studied by linguists. This phenomenon is considered unique, because it involves various factors and variables in its formation process. In relation to the problem of language acquisition, several theories have been presented from a variety of perspectives that range from naturalism to theories with an emphasis on social aspects of language development as well as theories that address human cognitive abilities. According to one view, young children have unique tacit characteristic which prepares them for acquisition of the first language. The amazing ability to understand the principles and rules of language and the knowledge of the hierarchical nature of syntax is one of the most important of these features. The acquisition of lexical meanings of a language also forms an integral part of the process of acquisition of the first language. Clark (2009) recorded the very first words produced by her own child. By recording the first fifty words produced by her child. She pointed out that these words refer to various categories such as man, food, body, clothing, animals, vehicles, toys, objects in the home, daily activities, and states. A review of these categories shows that at least the initial words produced by children are more semantically reflected from the environment around them. Acquisition of the meaning of words, on the other hand, requires the establishment of a kind of conceptual relationship among the acquired terms. In the sense that children must learn knowledge of lexical relations among acquired terms like synonymy and antonymy and so on. The semantic relation of antonymy is one of the most interesting of these relationships. Whether children attain the ability to understand and produce the relation of antonymy or how to apply it in the development of their linguistic abilities, has given rise to multiple questions, and different research programs. In linguistic and especially in the lexical semantic tradition, the study of the conceptual relationships between the vocabulary of each language and the way in which, those concepts are related to each other is called the semantic relations. The study of the semantic relations of antonymy in the process of acquisition of the first language can be considered in two general directions. First, studying the crucial role of this group of relationships in the formation of interlanguage meanings, and second, seeking to understand the role of this group of relationships in the process of developing the cognitive knowledge of the child from himself and his environment and its reflection in his language. On the other hand, due to the lack or even absence of a study in this language, the study is one of the first research activities which adds to the necessity of two more studies. The semantic relation of antonymy is one of the semantic relations which has been studied by many linguists. This group of linguists have mentioned various types of antonymy relations, such as gradable antonyms, complementary antonyms, and converse, directional and lexical antonyms. The order and process of acquiring antonym words in first language acquisition have been investigated in different fields of research during last decades and researchers have sought to explain this phenomenon using various techniques and methods. But the process of acquiring the antonym words in Persian language has not been given full consideration. The present research seeks to determine in what age and what order Persian speaking children produce different types of antonym words (graded, complementary, reciprocal and inverse), and whether the gender in learning such antonyms plays a meaningful role. Working towards this goal, in the present study which is a descriptive-analytical and cross-sectional type within the theoretical framework introduced by Murphy (2003) and her metalinguistic approach, 64 children and five pairs of antonym words for each four antonym types called complementary, reciprocal, gradable and reverses were selected. Children, both male and female in equal number, were between 5 to 8 years old and in four subgroups of ages, from 4.5 to 5.5, 5.5 to 6.5, 6.5 to 7.5, and 7.5 to 8.5. The participants of this study were selected from three kindergartens and one English language institute. After completing three homogenization tests from the International Test of Language Development (TOLD-3) in various phonological, syntactic and semantic fields, using the method of word game, the antonym pairs produced by children were extracted. Then, the data were analyzed by SPSS software. The findings indicated that, apart from gradable antonyms, the semantic growth of children in the production of antonym pairs would increase with increasing age. The results showed that the best use was made from gradable antonyms and the least use belonged to reciprocal antonyms. | ||
| کلیدواژه‌ها [English] | ||
| first language acquisition, convers, reverse, complementary, gradable antonyms | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
آقاگلزاده، فردوس ( 1395). روش تحقیق در زبان و زبانشناسی ( نظری و عملی ) .تهران : روش شناسان و جامعه شناسان. جلالی، بدری السادات و آزیتا عباسی (1398). «روابط معنایی در تعریف نگاری در فرهنگهای یک زبانه». زبان پژوهی. دورة 11. شمارة 31. صص200-177. رضاقلی فامیان، علی. (1393). «کارکرد کلامیِ تقابل واژگانی در زبان فارسی«. زبان و زبانشناسی. دورة 10. شمارة 19. صص 74-55. رقیب دوست، شهلا و طاهری قلعه نو، الهه. (1393). «کاربرد مشخصه های صرفی، نحوی و بافتی در فرآیند رشد مفهومی کودک». زبانشناسی و گویشهای خراسان. شمارة 10. صص 68-49. صفوی، کورش. (1387). درآمدی بر معنی شناسی. تهران: سوره مهر. فهیم، منصور. (1377). اکتساب زبان مادری در کودک. متن پژوهی ادبی. دوره 1، شماره 3، بهار 1377، 113،131. هامیل، دونالد و نیوکامر، فیلیپس. (1389). آزمون رشد زبان: انطباق و هنجاریابی به زبان فارسی، ترجمه سعید حسن زاده و علی اصغر مینایی، تهران: پژوهشگاه مطالعات آموزش و پرورش. یوسفی، محمدرضا و ابراهیمی شهراباد، رقیه. (1391). بررسی رابطه معنایی تضاد. فنون ادبی. 2 ، 154-129. Aghagolzadeh, F. (2017). Research in language and Linguistics (theoretical and practical). Tehran: methodologists and sociologists [In Persian].
Akiyama, M. M. (1985). Denials in young children from a cross-linguistic perspective. Child Development, 56, 95-102.
Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan & G. A. Miller (Eds), Linguistic theory and psychological reality (pp. 264-29). Cambridge, MA: MIT Press.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Chomsky, N. (1975). Reflections on language. New York: Pantheon Books.
Chomsky, N. (1980). Rules and representations. London: Basil Blackwell.
Chomsky, N. (1981). Lectures on government and binding. Dordrecht, the Netherlands: Foris.
Clark, E. (1972). On the child’s acquisition of antonyms in two semantic fields. Journal of Verbal Learning and Verbal Behavior, 11, 750–758.
Clark, E. (2009). First language acquisition. Cambridge: Cambridge University Press.
Cruse, A. (1986). Lexical semantics. Cambridge: Cambridge University Press.
Entwisle, D., Forsyth, D. & Muuss, R. (1964). The syntactic-paradigmatic shift in children’s word associations. Journal ofVerbal Learning and Verbal Behavior, 3, 19–29.
Fahim, M. (1999) Native language acquisition in children (First Language Acquisition). Journal of Literature Research, 3, 113,131 [In Persian].
Hammill, Donald & Newcommer, Phillips. (1934) Language Development Test: Adaptation and Standardization in Persian, Translation Saeed Hassanzadeh and Aliasghar Minaei, Tehran: Research Institute for Education [In Persian].
Harris, P., Morris, J. & Terwogt, M. (1985). The early acquisition of spatial adjectives. Journal of Child Language, 13, 335–352.
Jones, S. (2002). Antonymy: A corpus-based approach. London: Routledge.
Jones, S., & Murphy, L. (2005). Using corpora to investigate antonym acquisition. International Journal of Corpus Linguistics, 10, 401-422.
Kreezer, G. & Dallenbach, K. M. (1929). Learning the relation of opposition. The American Journal of Psychology, 41, 432–441.
Landau, B. & Gleitman, L. (1985). Language and experience. Cambridge, MA: Harvard University Press.
McCarthy, D. (1930). The language development of the preschool child. Institute of Child Welfare Monograph (Serial No. 4). Minneapolis, MN: University of Minnesota Press.
Murphy, L. & Jones, S. (2008). Antonyms in children’s and child-directed speech. First Language, 28, 403–430.
Murphy, L. (2003). Semantic relations and the lexicon. Cambridge: Cambridge University Press.
Paradis, C. (2011). Antonyms. Review of cognitive linguistics. John Benjamin’s publishing company, 367-391.
Paradis, C., Willners, C. & Jones, S. (2009). Good and bad antonyms: using textual and experimental methods to measure canonicity. The Mental Lexicon 4.3: 380-429.
Phillips, C., & Pexman, P. (2015). When Do Children Understand “Opposite”? Journal of Speech, Language, and Hearing Research. 58, 1233–1244.
Raghibdost, Sh & Qaleno, E. (2015) Application of spatial, syntactic and contextual features in the process of children conceptual development. Journal of Linguistics and Dialects of Khorasan. 10, 51-67 [In Persian].
Rezagholi Famiyan, A. (2015) Discourse Function of Lexical Antonymy in Persian Language. Language and linguistics. 10 (19), 55-74 [In Persian].
Safavi, K. (2008) an Introduction to Semantics. Tehran: Surehmehr [In Persian].
Shatz, M. (2007). On the Development of the Field of Language Development. In E. Hoff. & M, Shatz (Eds.), Blackwell Handbook of Language Development (pp. 1–16). Oxford: Blackwell Press.
Tomasello, M. (2009). Constructing A Language: A usage-based theory of language acquisition. USA: Harvard university press.
Tribushinina, E., et al (2013). The role of explicit contrast in adjective acquisition: A cross-linguistic longitudinal study of adjective production in spontaneous child speech and parental input. First Language, 33, 594–616.
Yousefi, M & Ebrahimi ShahrAbad, R. (2013) Different Types of Contrast in Persian Language. Literature techniques, 2, 129-154 [In Persian].
Jalali1, B. S. & Abbasi, A. (2019). Semantic relations in definitions in monolingual dictionaries. Zabanpazuhich, 11 (31), 177-200 [In Persian]. | ||
|
آمار تعداد مشاهده مقاله: 865 تعداد دریافت فایل اصل مقاله: 534 |
||
