摘要
本文係根據湯延池（1988）「為漢語動詞試定界說」的研究，提出三十則檢驗兒童習得漢語動詞的標準，並把這些檢驗標準與紀錄兒童在實際生活中的談話所獲得的語料加以比較對照，藉以了解我國兒童習得漢語詞法的過程、特徵、限制以及兒童詞法與成人詞法的差異等問題。調查的結果顯示：（一）兒童漢語詞法的習得，無論在語音、詞彙或句法結構上都有其特徵與限制；（二）詞法的習得與句法的習得之間有極密切的關係，可能直接反映漢語詞法與句法的相關性；（三）漢語詞彙結構與句法結構的「有標性」反映在兒童從「無標」結構到「有標」結構的習得次序；（四）兒童的詞法能力並非由大人刻意教導，亦非由兒童從嘗試與錯誤中學習，而是兒童天生即能體會、運用或孳生。
This study sets up, on the basis of the present author's "On the otion 'Possible Verbs of Chinese'" (1988), thirty criteria for checking Chinese verbs, and investigates a four-year-old boy's acquisition of Chinese verbs according to these criteria. The results of the investigation indicate: (1) There are phonological and lexical as well as syntactic constraints on the Chinese child's acquisition of verbs; (2) There is a close relationship between the Chinese child's acquisition of word-syntax and his acquisition of sentence-syntax, which can be accounted for in terms of the principles-and-parameters approach; (3) The distinctions between marked and unmarked constructions in Chinese are directly reflected in the temporal order of acquiring these constructions by a Chinese child; and (4) The Chinese child acquires his competence in Chinese word-syntax without any assistance or feedback from adults, and neither is there any indication of trial and error on the child's part, which can only be accounted for by his endowed faculty of language. It is hoped that this study will lead to a better understanding of Chinese word-syntax and its relevance to universal grammar as well as language acquisition.