从标记性理论和语言迁移理论探讨英语一般过去时习得

发布时间：2018-03-02 06:28

本文关键词： 一般过去时母语迁移标记性理论习得　出处：《安徽大学》2017年硕士论文　论文类型：学位论文

【摘要】：时与体一直是语言学研究和英语教学中的难点和重点。虽然时和体的研究意义重大,但是研究却主要集中在语篇结构、小句类型、认知语言学和社会语言学等方面。尽管时与体的研究在这些方面也硕果累累,基于母语迁移和标记性理论的英语一般过去时研究却仍待完善。一般过去时在英语时体研究中最具代表性兼复杂性。然而,国内外的一般过去时研究往往将其归类于时体大系统里统一考量,却甚少专门独立研究一般过去时。根据国内外学者们的研究,英语学习者的时体习得受到很多因素的影响。其中,针对语内因素的研究收获颇多,而语际因素如学习者母语的影响仍然有待进一步研究。因此,基于母语迁移及标记性理论的英语学习者一般过去时习得的研究很有必要。本文从母语迁移和标记性理论进行英语一般过去时习得的研究。本研究旨在(1)解释中国英语学习者的母语如何影响其英语一般过去时习得。(2)中国学生母语迁移的影响是否会受其英语水平的高低而变化。从而为过去的时与体研究增添更多的实证数据、理论意义和教学启示。研究同时使用了定性和定量研究的方法。研究选取了来自中国的高中生、本科生和研究生共90名学生,将低级、中级和高级阶段英语学习者作为受试来探索他们的英语一般过去时习得,以及他们的母语迁移是否受其英语水平的不同而影响不同。研究设计了一份包括10题短文改错(errorcorrection),10题填空题(gap-filling)和5题翻译题(Chinese-English translation)的时态题试卷来收集数据。首先,对收集的数据进行描述性分析,探讨中国学生的母语是如果影响其英语一般过去时习得的。再者,对收集的数据继续进行单因素方差分析,探讨这三组学生的一般过去时习得是否有显著的差异,由此探讨他们英语母语的迁移是否会受其英语水平的不同而不同。研究发现:1.中国英语学习者的英语一般过去时习得受其母语影响,因为汉语是门缺乏时,不缺乏体的语言。因此,中国学生会倾向于依赖语用手段、词汇手段和体标记"了"来表达一般过去时,而不是语法手段。2.中国学生学习英语一般过去时受到的母语影响会随着英语水平的提高而越来越小。本研究为二语习得研究提供了重要的理论意义,同时也为英语教学和英语学习提供了教学启示。理论意义上,本文不仅为时体研究补充了实证数据,也为英语一般过去时习得提供了见解。教学意义上,英语一般过去时的教学科研从着重区分汉语和英语不同的时体表达上开展,而且英语老师们也可以运用本文观察到的学生常见错误来提醒学生的过去时习得错误。因此,本文为语言学研究者的研究、英语老师的教学及学生们的时体习得,尤其是一般过去时习得提供了更深的见解。
[Abstract]:Tense and aspect have always been a difficult and important part of linguistic research and English teaching. Although the study of tense and aspect is of great significance, the study is mainly focused on discourse structure and clause types. Cognitive linguistics, sociolinguistics, and so on. The study of English's general past tense based on the transfer of mother tongue and the theory of markedness is still to be perfected. The general past tense is the most representative and complex research in English tense. However, The general past tense research at home and abroad is often classified as a unified consideration in the time-style large-scale system, but few independent studies are devoted to the general past tense. According to the research of scholars at home and abroad, English learners' temporal and aspect acquisition is influenced by many factors. Among them, there are many achievements in the study of intra-lingual factors, while the influence of interlingual factors, such as the learners' mother tongue, remains to be further studied. It is necessary to study the acquisition of the general past tense of English learners based on the theory of mother tongue transfer and markedness. This paper makes a study of the acquisition of the general past tense of English from the perspective of the transfer of mother tongue and the theory of markedness. How does the native language of native English learners influence their English past tense acquisition?) does the influence of Chinese students' mother tongue transfer vary by their English proficiency, thus adding more empirical data to past tense and body studies? The study used both qualitative and quantitative methods. The study selected 90 students from high school, undergraduate and graduate students from China. Intermediate and advanced English learners, as subjects, explore the general past tense acquisition of their English. And whether their native language transfer is influenced by their English proficiency. The study designed a temporal test paper containing 10 short essay corrections and 10 blanks to fill in the blanks and 5 translation questions to collect data. A descriptive analysis of the collected data is conducted to explore how the mother tongue of Chinese students affects their acquisition of the English past tense in general. Furthermore, the collected data continue to be analyzed by univariate ANOVA. To explore whether there are significant differences in the acquisition of the general past tense among the three groups of students. The study found that Chinese EFL learners' English past tense acquisition is influenced by their mother tongue because Chinese language is lack of time. Therefore, Chinese students tend to rely on pragmatic means, lexical devices and aspect markers to express the general past tense. The influence of Chinese students' learning English past tense will become smaller and smaller with the improvement of English proficiency. This study provides an important theoretical significance for the study of second language acquisition (SLA). In theory, this paper not only supplements the empirical data, but also provides insights for the acquisition of English past tense. The teaching and research of the general past tense in English is carried out by focusing on distinguishing the different tense expressions between Chinese and English, and English teachers can also use the common mistakes observed in this paper to remind students of their past tense acquisition errors. This paper provides a deeper insight into the research of linguistic researchers, the teaching of English teachers and the acquisition of tense and aspect by students, especially the acquisition of past tense.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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