Halliday(1975,2007)把儿童语言的发展过程分为原型语言、过渡和成人语言三个阶段,并通过个案调查,分析了第一阶段和第二阶段语言功能的类型及其表达方式。关于如何判断儿童何时进入第三阶段这个问题,Halliday(1975)指出:“到第二阶段结束时,儿童已经进入成人语言阶段。他已经构建了一个多层次(内容、形式和表达)和多功能(概念功能、人际功能和语篇功能)的系统。从此之后,他便逐步扩展已经拥有的系统。他已经学会如何表达意义;其语言发展的主要任务是扩展自己语言潜势的文化视野”。Halliday(2007)还把对话看作是成人语言的另一个重要标志。为了加深对儿童语言发展规律的认识,本文进行了个案调查和分析,认为除了Halliday已经涉及的多层次性、多功能性和对话性之外,隐喻性、完整性和语篇性也应列为儿童进入成人语言阶段的判断标准。
Halliday (1975, 2007) divided child language development into three phases: protolanguage, transition and adult language and analyzed the criteria of entry into Phase I and Phase Ⅱ and the functions performed and meanings realized by conducting a case study. Talking about when a child can be said to have entered Phase Ⅲ, Halliday (1975) held: “By the end of Phase Ⅱ, the child has entered the adult language. He has built up a system that is multi-stratal (content, form and expression) and multifunctional (ideational, interpersonal and textual). From this point on, he is adding to what he already has. He has learned how to mean; his language development now consists in extending his range of meaning potential to broader cultural horizons.” Halliday (2007) took dialogue as another important criterion. In order to get a better understanding of the law of child language development, this paper attempts to prove through a case study that interpersonal metaphor, structural completeness and texture should be regarded as the criteria together with multistratification, multifunctionality and dialogicity to judge whether the child has entered Phase Ⅲ.
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