초기 한국아동의 주제발달에 관한 연구
Early Development of Topic Marking in Korean
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This paper examined the development of topic marking expressions during the 3-month period from 2;0 to 2;3 in the CHILDES data, Jiwon. Her data was then compared with other 6 Korean children in different ages. In order to learn the topic device in Korean, the children has first to master the linguistic information sources such as ‘zero anaphora’, ‘morphological marking -nun’, and word order (sentence-initial), second, non-linguistic sources such as contrastiveness, and given-new dichotomy, and world knowledge. The present study found that the three topic expressions (null topic, zero marked overt topic, ‘nun’-marked overt topic) produced by Jiwon have different distributions with respect to discourse variables, indicating that each option has different discourse functions. The most common form was null topics and apparently are learned very early. Jiwon strongly differentiate between null topics and overt topics from the beginning of the study. She used null topics most frequently in certain context, such as prior mention. In case of contrast she clearly used the overt topics. This tendency was also revealed in the data of other children. In case of the use of topic marking expressions, the subject null topics found to be the predominant form across all age groups. She used the overt topics with ‘nun’ extremely frequently for nouns and pronouns, while the overt topics without ‘nun’ were almost nouns. Jiwon used the three topic expressions mostly in old information when the referent had been mentioned in the discourse, when the referent is being mentioned for the first time in the discourse, she used mostly overt topics without ‘nun’, primarily in contrastive meaning. The present study found that topic prominence seems to be supported by Korean child data, as in other previous studies (Clancy 1997, Hakuta 1982, Lee& Cho in press) and suggest that development reflects sensitivity to topicality at around two years.
Abstract
This paper examined the development of topic marking expressions during the 3-month period from 2;0 to 2;3 in the CHILDES data, Jiwon. Her data was then compared with other 6 Korean children in different ages. In order to learn the topic device in Korean, the children has first to master the linguistic information sources such as ‘zero anaphora’, ‘morphological marking -nun’, and word order (sentence-initial), second, non-linguistic sources such as contrastiveness, and given-new dichotomy, and world knowledge. The present study found that the three topic expressions (null topic, zero marked overt topic, ‘nun’-marked overt topic) produced by Jiwon have different distributions with respect to discourse variables, indicating that each option has different discourse functions. The most common form was null topics and apparently are learned very early. Jiwon strongly differentiate between null topics and overt topics from the beginning of the study. She used null topics most frequently in certain context, such as prior mention. In case of contrast she clearly used the overt topics. This tendency was also revealed in the data of other children. In case of the use of topic marking expressions, the subject null topics found to be the predominant form across all age groups. She used the overt topics with ‘nun’ extremely frequently for nouns and pronouns, while the overt topics without ‘nun’ were almost nouns. Jiwon used the three topic expressions mostly in old information when the referent had been mentioned in the discourse, when the referent is being mentioned for the first time in the discourse, she used mostly overt topics without ‘nun’, primarily in contrastive meaning. The present study found that topic prominence seems to be supported by Korean child data, as in other previous studies (Clancy 1997, Hakuta 1982, Lee& Cho in press) and suggest that development reflects sensitivity to topicality at around two years.
참고문헌 (24)
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