中国学习者英语wh-问句习得中的不对称性研究

发布时间：2024-06-28 21:40

　　自21世纪之初以来,生成语言学二语习得研究关注的焦点已经从早期的普遍语法可及性研究转变为对二语变异性的探讨。在最简方案理论框架下,语言之间的参数差异主要是由功能语类所包含的形式特征造成的,因而形式特征成为当前生成语言学二语习得研究的核心。然而,二语的变异性很难用传统的一分为二的参数研究方法来解释。形式特征在不同语言中的表征形式及表征环境的对比分析为探讨二语习得的持久变异性提供了一个富有前景的研究视角。在这一宏观背景之下,本研究采用特征对比分析法探讨中国英语学习者对wh-疑问句的习得情况。英语中的疑问标句词C所包含的[uwh*]特征需要移动wh-词到CP标志语的位置来核查,而与之对应的汉语中的[uwh]特征可以被位于原位的wh-词核查。英语中的问句特征[Qu_+AFFIX]通过移动助动词到标句词C来实现,而汉语中的问句特征[Qu_-AFFIX]则是通过问句语素(显性或隐性)直接实现的,而且问句语素基础生成于标句词C。本研究主要探讨了中国英语学习者能否习得这些疑问特征的句法表征、表征环境、词汇形式,以及导致习得变异和困难的可能原因。本研究一共采用了四...

【文章页数】：206 页

【学位级别】：博士

【文章目录】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Objectives and Significance
    1.3 Organization of this Dissertation
Chapter 2 Theoretical Framework
    2.1 Minimalist Syntax
    2.2 Feature Architecture
        2.2.1 Classification of Features
        2.2.2 Feature Checking Mechanism
    2.3 The Feature Reassembly Hypothesis
    2.4 Contrastive Analysis of WHQs in English and Chinese
        2.4.1 Wh-Movement and Movement Constraints in English
        2.4.2 Wh-Movement and Unselective Binding in Chinese
        2.4.3 Head-Movement in English
        2.4.4 Wh-Scope Interpretation in English and Chinese
    2.5 A Unified Account for WHQs in English and Chinese
Chapter 3 Literature Review
    3.1 Previous Research on L2A of WHQs
        3.1.1 Wh-Movement and Access of UG Principles
        3.1.2 Wh-Movement and Feature Selection
        3.1.3 L2 Acquisition of Subject-Auxiliary Inversion
    3.2 L2 Acquisition of Wh-words as EPWs
    3.3 Previous Studies with the Feature Reassembly Approach
    3.4 Wh-Scope Interpretation in L2 Acquisition and Processing
Chapter 4 Experimental Design
    4.1 Introduction
    4.2 Research Questions
    4.3 Methodology
        4.3.1 Participants
        4.3.2 Tasks and Materials
        4.3.3 Testing Procedures
        4.3.4 Data Collection and Data Trimming
    4.4 Summary
Chapter 5 Results of Experiments
    5.1 Introduction
    5.2 Results of the AJT
        5.2.1 Syntactic Representations of Interrogative Features in S-WHQs
        5.2.2 Syntactic Representations of Interrogative Features in E-WHQs
    5.3 Results of the GJT
        5.3.1 Results of Judgment on Wh-movement Constraints
        5.3.2 Results of Judgment on T-to-C Movement Constraints
    5.4 Results of the CETT
        5.4.1 Feature Mapping Between Chinese Wh-words and English Equivalents
        5.4.2 Syntactic Representations of Interrogative Features in the CETT
        5.4.3 Wh-word Effect on Wh-movement and T-to-C Movement in the CETT
    5.5 Results of the SPRT
        5.5.1 Scope Reading Preference in the SPRT
        5.5.2 Scope Reading Times in the SPRT
    5.6 Summary
Chapter 6 Discussion
    6.1 Introduction
    6.2 Acquisition of the Syntactic Representations of Interrogative Features
        6.2.1 General Success in the Acquisition of Interrogative Features
        6.2.2 Asymmetry in Acquiring Syntactic Representations of Interrogative Features
        6.2.3 Asymmetry in Acquiring T-to-C Movement by Native Speakers
    6.3 Acquisition of the Conditioning Environments of Interrogative Features
        6.3.1 General Discussion on the Acquisition of Conditioning Environments
        6.3.2 Asymmetry in Acquiring Wh-movement Constraints
        6.3.3 Asymmetry in Acquiring Head-movement Constraints
    6.4 Lexicalization of the [wh] Feature and the [u NV] Feature
    6.5 Wh-word Effect on Wh-movement and T-to-C Movement
        6.5.1 Wh-word Effect on Wh-movement
        6.5.2 Wh-word Effect on T-to-C movement
        6.5.3 Absence of Wh-word Effect in B-WHQs
    6.6 Asymmetric Interpretation of Wh-scope Readings
    6.7 Summary
Chapter 7 Conclusion
    7.1 Major Findings and Contributions
    7.2 Implications for Teaching
    7.3 Limitations and Further Research Directions
References
Appendix 1: Target sentences of the AJT
Appendix 2: Target sentences of the GJT
Appendix 3: Target sentences of the CETT
Appendix 4: Items of the SPRT



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