解析英语中的多模态动词输入：来自典型发育婴儿与聋哑及听力障碍婴儿的见解。

文献信息

中文摘要

本研究对聋哑及听力障碍（DHH）婴儿和典型发育（TD）婴儿在动词习得关键阶段的多模态动词输入进行了描述性分析。我们使用北美英语Ambrose（2016）语料库，分析了13个月和22个月时的母婴游戏互动，并探讨了照料者的动词输入、其与照料者动作的结合以及对婴儿动作的回应。在整个发育过程中，母亲增加了动词输入的频率和多样性，同时保持了高水平的多模态支架，使得动词与动作紧密协调。多模态动词输入随年龄和主体而变化。当母亲回应婴儿动作而产出动词时，对于年龄较小的婴儿，母亲使用的动词标记了婴儿正在执行的动作；而当婴儿年龄较大时，母亲更常使用与所执行动作的某些方面相关但并不标记这些动作的动词。在伴随自身动作的动词输入中，母亲产出的与动词意义相关的动作比描绘动词意义的动作更频繁，这在向年龄较大婴儿的输入中更为常见。至关重要的是，虽然对DHH婴儿的动词输入在词汇上多样性较低，但其多模态包装更为频繁，这表明DHH婴儿的母亲通过降低复杂性和增加指称性来搭建动词输入支架，利用多模态线索促进动词意义的构建。

英文摘要

This study offers a descriptive account of multimodal verb input to Deaf and Hard of Hearing (DHH) and Typically Developing (TD) infants across crucial points in verb acquisition. Using the North American English Ambrose (2016) corpus, we analysed mother-infant play interactions at 13 and 22 months, and explored caregivers' verb input, its combination with caregiver action and in response to infant action. Across development, mothers increased the frequency and diversity of their verb input while retaining high levels of multimodal scaffolding such that verbs were tightly coordinated with actions. Multimodal verb input varied as a function of age and agent. When producing verbs in response to infant actions, mothers of younger infants used verbs that labeled the actions that infants were performing, whereas when infants were older, mothers more often used verbs that were related to aspects of the actions performed but did not label them. In verb input that accompanied their own actions, mothers produced more actions that were related to the meaning of the verbs more frequently than actions that depicted the meaning of the verbs, and this was more common in the input to older infants. Crucially, while verb input to DHH infants was less lexically diverse, it was more frequently multimodally packaged suggesting that mothers of DHH infants scaffold verb input by reducing its complexity and increasing its referentiality with multimodal cues that can facilitate the construction of verb meaning.