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本文是一项关于英语母语者学习汉语态度疑问句(attitude-bearing wh-questions)的实证研究。在英语和汉语的疑问句中,尽管前者需要将疑问词前移至句首,后者则保持原位,两者在态度疑问句中却有着一些相似的特征。第二语言研究普遍假设,一语中与目标语相似或相同的结构可以促进二语的习得,而那些不同的结构则会阻碍二语的成功习得。然而,本文研究发现,英语母语者并未将母语疑问句中的疑问词移位迁移到汉语中来。同时,两种语言在态度疑问句中的相似点,对英语母语者习得汉语这类句式的促进作用也非常有限。这一发现支持了Yuan(2001)的观点,该观点认为二语学习中的一语迁移只是一种相对现象。同时,这一发现也可以在Scheidnes et al.(2009)、Scheidnes&Tuller(2010)以及Prévost et al.(2014)等研究所提出的分析的基础上得到解释,这一分析认为,计算复杂性(computation complexity)会抵消一语的影响。
This article is an empirical study of attitude-bearing wh-questions in native English speakers. In English and Chinese interrogative sentences, although the former need to forward the interrogative words to the beginning of the sentence, the latter remain in place, both of them have some similar characteristics in the attitude interrogative sentences. Second language research generally assumes that structures similar or identical to the target language in one language can facilitate second language acquisition and that those different structures can hinder the successful acquisition of second language. However, this study finds that native speakers of English did not shift the interrogative words in their mother-tongue interrogatives into Chinese. At the same time, the similarities between the two languages in the attitude interrogative sentences also have a very limited effect on the acquisition of Chinese by native English speakers. This finding supports Yuan (2001)’s view that the transfer of a term in second language learning is only a relative phenomenon. At the same time, this finding can also be explained on the basis of the analysis proposed by Scheidnes et al. (2009), Scheidnes & Tuller (2010) and Prévost et al. (2014) and others. This analysis argues that computational complexity complexity counteracts the effect of a term.