英语非宾格性与非作格性习得研究

英语非宾格性与非作格性习得研究

图书基本信息
出版时间:2011-12
出版社:上海交通大学出版社
作者:李素枝
页数:179
书名:英语非宾格性与非作格性习得研究
封面图片
英语非宾格性与非作格性习得研究
内容概要
  本书在生成语法框架下考察中国英语学习者对英语不及物动词的习得,旨在发现英语非宾格动词与非作格动词在二语习得者心理语法中的知识表征,二语习得者有关英语非宾格性与非作格性知识的发展模式,以及普遍语法在论元结构习得中的作用。本书对论元结构习得的研究是目前该领域的研究热点之一。
  本书可供高等院校语言学专业的研究生、教师和二语习得研究者阅读参考。
书籍目录
Chapter 1 Introduction
 1.1 Research Background
 1.2 Research Objectives and Research Questions
 1.3 Significance of the Study
 1.4 Organization of the Book
Chapter 2 Theoretical Analysis of the Split Intransitivity
 2.0 Introduction
 2.1 The Split Intransitivity
 2.2 The Split Intransitivity Hierarchy
 2.3 Split Intransitivity in English and Chinese
 2.4 Unaccusative Diagnostics in English and Chinese
 2.5 Summary
Chapter 3 Previous Studies on L2 Intransitivity
 3.0 Introduction
 3.1 Early Studies Based on Spontaneous Composition Data
 3.2 Studies Based on Corpus Production Data
 3.3 Studies Based on Experimental Data
 3.4 Summary and Unresolved Problems
Chapter 4 Research Methodology
 4.0 Introduction
 4.1 Research Hypotheses
 4.2 Subjects
 4.3 Tasks and Materials
 4.4 Data Collection
 4.5 Procedures for Data Analysis
Chapter 5 Results
 5.0 Introduction
 5.1 Results for Hypothesis I
 5.2 Results for Hypothesis II
 5.3 Results for Hypothesis III
 5.4 Further Analysis of the Results for Hypothesis IV
 5.5 Summary of the Overall Results
Chapter 6 Discussions
 6.0 Introduction
 6.1 Summary of the Major Results
 6.2 L2 Mental Grammar. Unaccusative- Unergative Distinction
 6.3 Sensitivity to the Semantic Hierarchy
 6.4 The Developmental Patterns
 6.5 The Role of UG and L1
Chapter 7 Conclusions
 7.0 Introduction
 7.1 Summary of the Major Findings
 7.2 Implications
 7.3 Limitations and Recommendations
Appendix
References
章节摘录
  The
present
study
has
probed
into
the
knowledge
of
split
intransitivity
in  Chinese
EFL
learners mental
grammars.
One
of
the
goals
is
to
test
whether
the
learners
are
sensitive
to
the
abstract
properties
of
argument
structure
when
they
are
constructing
their
English
grammars.
To
achieve
this
goal,
two
approaches
have
been
adopted.
One
is
through
the
investigation
of
the
learners'
acquisition
of
the
subject-verb
order,
the
other
through
the
examination
of
the
learners
sensitivity
to
the
syntactic
unaccusative
diagnostics.
The
results
of
these
two
aspects
will
be
analyzed
and
iscussed
respectively
in
this
section.  6.2.1 Subject-Verb
Order;
Unaccusatives
vs
Unergatives
The
results
from
the
WEPT
have
revealed
that
a
significant
difference
exists
in
the
rate
of
overpassivization
between
the
unaccusatives
and
the
unergatives.  Learners
at
low
and
intermediate
levels
tend
to
commit
passivized
unaccusative
errors
about
twice
as
many
as
those
passivized
unergatives
(11,
5% vs
5.8%
for
the
low-proficiency
learners,
8.
6% vs
4.
3%
for
the
intermediate
group)

and
the
advanced
learners
only
make
0.
3%
overpassivization
errors
with
the
unergative
verbs
in
contrast
t0
3.
0%
with
the
unaccusatives. The
tendency
is
also
true
of
the
grammaticality
judgment
task,
wherein
the
learners
accept
the
correct
intransitive
constructions
and
reject
the
incorrect
passivized
forms
with
the
nergatives
much
more
strongly
than
with
the
unaccusatives.
The
results
indicate
that
the
learners
differentiate
the
unaccusatives
from
the
unergatives
in
their
mental
grammars,
and
that
the
passivized
unergative
errors
are
unlearned
earlier
than
the
unaccuative
equivalents.  It
might
be
inferred
from
the
findings
that
L2
learners
are
aware
of
the  divergence
at
the
level
of
argument
structure
representations
between
the  unaccusatives
and
the
unergatives.
Otherwise,
it
would
be
hard
to
explain
the
learners differentiation
between
the
two
types
of
verbs
in
their
performance
both
on
the
intransitive
constructions
and
the
unaccusative
diagnostics.
Since
the
unaccusatives
and
the
unergatives
appear
in
the
same
sentence
structure
of
subject-verb
order
at
S-structure,
but
differ
in
heir
argument
structure
representations.  ……
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