论文部分内容阅读
在目前的二语习得研究中,支持“L1=L2假设”的证据很少来自于句法方面。为了弥补这方面的不足,本研究以Chomsky(1980)得到的英语儿童在五个句子结构上的发展顺序为基点,对29位不同层次、年龄和英语学习年限的中国成人英语学习者开展了相同的实验,获得了他们相关的句法发展阶段顺序,然后将两项顺序做比较。比较结果表明,中国学生和英语儿童在五个指代关系的句子结构发展阶段上具有高度的相似性。这一结果使我们相信,在指代关系方面,“L1=L2假设”是正确的。
In the current study of second language acquisition, the evidence supporting “L1 = L2 hypothesis” rarely comes from syntactic aspects. In order to make up for the deficiencies in this field, this study is based on the sequence of development of five sentence structures by English children Chomsky (1980), and carries out the same research on 29 adult English learners of different ages, ages and years of English learning The experiment, get their relevant stages of the syntax development phase, and then compare the two sequences. The comparative results show that Chinese students and English children have a high degree of similarity in the stages of the development of the sentence structure of the five reference generations. This result leads us to believe that the “L1 = L2 hypothesis” is correct in referring to the relationship.