Comparison Of Adverbs In Children’s Language And The Target Language

In this paper, on the basis of predecessors’ research results, according to ourgrasp of the language, We compare the similarities and differences of1to5yearsold Chinese children adverbs in a detail between the children’ s language and thetarget language and we compare them from the semantic type and the combinationfunction.we sum up characteristics of adverbs used in the children’s language andexplain them according to the relevant theories of linguistics, and psychology tomake an appropriate explanation of these characteristics.The article is divided into three chapters.In chapter1, we compare the number, semantic types, and semanticmulti-category words of the adverbs in the children’s language with the targetlanguage. By comparison, we find that children have been preliminarily masteredusing each kind of adverbs in the target language before the age of5, butspecificely to each class, the amount and rate of acquisition have obviousdifferences. Children master better in restrictive adverbs and commentary adverbsin the target language, but they master badly of depicted adverbs. the number ofmulti-category words in the Children’ s language is less than that of the targetlanguage, and children only master some simple semantics adverbs in the targetlanguage.In chapter2, we compare three types of adverbs in the children’ s languagewith the target language from the combination ability of children. Bycomparison, we find that the combination function of the scope adverbs andcommentary adverbs in the children’s language is relatively richer than otheradverbs, but, we do not find the examples of the negative adverbs, adverbs ofdegree followed by cases of subject-predicate structure. Various combinations areless than the target language, but some special usage has appeared in the children’s language.In chapter3,we summarize the similarities and differences of the adverbsbetween the children’ s language and the target language, and we think that theinput frequency and the difficulty of communication needs, the understanding ofthe language composition and children’s cognitive development are the maincauses of the similarities and differences.