中国学生英语句法启动效应:来自及物和与格的证据

发布时间：2018-06-18 00:19

本文选题：句法启动 + 及物和与格　；参考：《西安外国语大学学报》2017年02期

【摘要】：以词汇为基础的语言习得观认为学习者能够习得词汇,但是不能将词汇的使用规则归纳扩展到类似句法结构的其他词汇使用中;与之对立,以句法为基础的语言习得观认为学习者能够将听到的句法规则运用于类似的词汇所在的句子中。在这一对立观点的基础上,我们利用结构启动的范式验证动词的及物性和与格结构的启动是以词汇还是以句法为基础。实验一建立无启动的及物和与格结构生成的基线水平;实验二采用单向启动范式,受试单听启动句不重复,再描述图片;实验三采用双向启动范式,受试听完启动句后立刻重复,然后再描述图片。研究发现:第一,实验结果验证了句法启动是一种验证抽象句法能力的有效手段;第二,二语抽象表征与句法产出能力在低水平的学习者中已形成,语言能力高的受试语言习得能力吻合以句法为基础的习得观;第三,水平高和水平低的受试都具备基本的词汇习得的抽象能力,但英语水平高的自主抽象能力强;第四,提升低水平学生的英语关键在于提升其句法的自主抽象能力。
[Abstract]:A lexical based approach to language acquisition holds that learners can acquire vocabulary, but they cannot generalize the rules of vocabulary use to other lexical uses similar to syntactic structures. The syntactic-based approach to language acquisition holds that learners can apply the syntactic rules they hear to the sentences in which similar words are located. On the basis of this opposite view we use the paradigm of structure-priming to verify whether the initiation of verb transitivity and case structure is based on vocabulary or syntax. In experiment 1, the baseline level of no priming transitivity and case structure was established; in experiment 2, a unidirectional priming paradigm was used, the participants did not repeat the priming sentence, and then the picture was described; in experiment 3, the bidirectional priming paradigm was used. Repeat immediately after listening to the start sentence and then describe the picture. The results show that: first, syntactic priming is an effective means to verify abstract syntactic competence; second, abstract representation and syntactic output of second language have been formed in low level learners. The language acquisition ability of the subjects with high language proficiency coincides with the syntactic based acquisition view. Third, both the high and low proficiency subjects have the basic abstract ability of vocabulary acquisition, but the autonomous abstract ability of the high English proficiency is strong. The key to improving low-level students' English is to improve their syntactic autonomy and abstract ability.
【作者单位】：北京科技大学外国语学院;
【基金】：国家自然科学基金“儿童手写运动促进中英文感知的认知神经机制”(项目编号:31500915) 中央高校基本科研业务费专项资金资助项目“中国学习者英语复合语义动词习得研究”(项目编号:FRF-BR-15-006A)的部分研究成果
【分类号】：H319

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