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本文旨在生成语法框架内对中国学生习得英语介词in和into的相关情况进行实证研究。研究采用问卷调查形式对小学组,中学组和大学组学生进行测试,所得数据通过SPSS17.0进行操作和管理。研究发现:1)介词in和into的习得过程中,词汇语类的习得先于功能语类,显性功能语类的习得先于隐性功能语类的习得,呈现层级性;2)即使随着语言能力的提高,大部分中国学生也不能明确区别inLoc和inDir1或无法区别具有隐性方向义的介词,从而造成显性功能语类的习得先于隐性功能语类习得的现象;3)学生会区别inLoc和into,却不能明确区别inLoc和inDir,且中学组和大学组在in(包括inLoc和inDir)和into均可使用的情况下倾向于into。本文对这些现象进行了解释。
The purpose of this paper is to make an empirical study on the related situations of Chinese prepositions in and imported into Chinese students in the framework of grammar generation. The research uses the form of questionnaire to test the students of primary school, middle school and university group. The data are operated and managed by SPSS17.0. The findings are as follows: 1) During the acquisition of prepositions in and into, the acquisition of lexical categories precedes that of functional categories. The acquisition of explicit categories of functionalities precedes the acquisition of implicit functional categories and presents a hierarchy. 2) Even with the improvement of language ability, most Chinese students can not make a clear distinction between inLoc and inDir1 or can not distinguish the prepositions that have the implicit direction, resulting in the acquisition of explicit functional categories before that of implicit functional categories 3) Students distinguish between inLoc and into, but can not clearly distinguish between inLoc and inDir, and secondary and university groups tend to be into in (including inLoc and inDir) and into. This article explains these phenomena.