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语言可学性过渡论试图解释二语习得过程的变化及其影响因素,语言输入和习得机制是过渡论的两大主题。本研究采用句子可接受性判断任务调查不同水平英语学习者对中动结构的接受情况,发现他们对中动结构的习得不存在显著差异。中动结构的题项测试结果分析显示习得过程中的过渡归纳以及基于词项习得论元结构是中动结构习得的两大特点。测试及其后的访谈表明,中动结构的语义—句法映射特点、语言输入、学习者的学习方式还无法激发学习者对中动结构进行语法分析以获得参数重置,它们成为影响中动结构习得的主要原因。
Linguistic Comprehensibility Transitionalism tries to explain the change of second language acquisition process and its influencing factors. The two major themes of transitional theory are language input and acquisition mechanism. In this study, sentence acceptability judgment task was used to investigate the acceptance of middle-level structure by English learners at different levels. It was found that there was no significant difference in their acquisition of middle-level structure. The analysis of the item test results of the middle structure shows that the transitional induction in the acquisition process and the argument structure based lexical acquisition are two major characteristics of the intermediate structure acquisition. Tests and subsequent interviews show that the semantic-syntactic mapping features of the middle-class structure, language input, and learner’s learning methods can not stimulate the learners to parse the middle structure to obtain the parameter reset, The main reason for acquisition.