定义

举例

多词句阶段

定义

The multiword stage 多词句阶段

举例

Between two and three years old, children begin to produce longer utterances with more complex grammatical structures. When a child starts stringing more than two words together, the utterances may be two, three, four, or five words or longer, hence the multiword stage.

儿童在两三岁的时候，开始说更长的具有更复杂语法结构的话。当儿童的话语超过两个词后，就出现了两词、三词、四词、五词或更长的话语，此阶段被称为多语句阶段。

The early multiword utterances typically lack inflectional morphemes and most minor lexical categories as “to”, “the”, “can”. These multiword utterances are usually the “substantive” or “content” words that carry the main message. Because of their resemblance to the style of language found in telegrams, utterances at this acquisition stage are often referred to as telegraphic speech.

儿童早期的多语句有一个典型的特点，即缺少屈折语素和大多数的功能词，如to/the/can等。存在于多语句中的通常是一些表达主要信息的实词。由于这些言语与电报中的电文风格相似，所以这个习得阶段的言语经常被称为电报式言语。

Although they lack grammatical morphemes, telegraphic sentences are not simply words that are randomly strung together, but follow the principles of sentence formation.

尽管电报式言语缺少起语法作用的词素，但它们也不是随意攒到一起的，而是遵循一定的句法组合规则的。

As this type of telegram-format speech increases, a number of grammatical morphemes begin to appear in children’s speech, such as “-s”, “-ed” and prepositions.

随着这类电报式言语的增多，儿童言语中开始出现一些语法性词素，如-s/-ed和介词等。

It is normally assumed that by the age of five, with an operating vocabulary of more than 2000 words, children have completed the greater part of the language acquisition process.

通常认为，儿童五岁时的有用词汇量应该超过2000个，语言习得过程基本完成。

多词句阶段

儿童大约在2到3岁之间语言的使用进入多词句阶段。在双词句阶段和多词句阶段，并不存在明显的三词句阶段。在多词句阶段，儿童言语的主要特征是语素使用的多样性，如：

Cathy build house.

Cat stand up table.

Daddy like this book.

He play little tune.

This shoe all wet.

Chair all broken.

I good boy today.

Me put it back.

What that?

What her name?

No sit there.

Mummy no play.

Baby no eat apple.

在早期的多词句中，典型的特征是这些言语缺少形态变化以及缺少一些表达语法的功能词或其他次要词汇范畴的词，比如言语中没有介词、冠词、动词不定试标记”to”，以及”be”动词。由于儿童在多词句阶段所说的话与电报语体非常相似，所以儿童的多词句又被称为电报式言语(telegraphic speech)。这些电报式言语不是词的无序结合，而是遵循了基本的句法规则。

在这一阶段儿童言语的词序模式与成年人的一样变化多样，几乎没有词序的错误。在多词句阶段后期，儿童言语中有了语法形态的变化，功能词的使用也不断增加。一般认为，儿童在5岁时,语言习得的绝大多数过程已完成。