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中国英语学习者能否达到类似母语者的在线自动加工主谓一致的能力,目前尚存争议。本研究采用自定步速阅读的研究范式,考察了两组英语水平相异的学习者被试在主谓相邻和不相邻条件下在线加工主谓(不)一致的反应时,同时考察被试的语言水平、工作记忆容量和其反应时的相关性。结果表明:1)两组学习者被试在两种条件下,都没有达到类似母语者的自动加工能力;2)在主谓相邻条件下,水平较高的学习者被试和水平较低的学习者被试的反应时存在显著差异;3)在主谓不相邻的条件下,学习者的工作记忆容量和其反应时呈显著相关。研究结果验证“形态一致性假设”和ACT自动性理论框架,对当前的外语教学具有一定的启发意义。
Whether Chinese EFL learners can achieve the similarities and differences between the native speakers and their native counterparts is still controversial. In this study, self-paced reading paradigm was used to study two groups of students with different levels of English language learners in the main line of the adjacent and non-adjacent conditions of the main line (not) the same response Language proficiency of subjects, working memory capacity, and their response time. The results showed that: 1) Both groups of learners did not achieve the automatic processing ability of native speakers under the two conditions; 2) Subjects with higher levels of learners’ subjects and lower levels Of respondents had significant differences in response time; 3) under the condition of non-adjacent subject and subject, the working memory capacity of learners was significantly correlated with their response. The result of the research verifies “morphological consistency hypothesis ” and the framework of ACT auto-theory, which is of some significance to current foreign language teaching.