CHINESE LEARNERS' LEARNING AND USE OF ENGLISH POSSESSIVES:A PSYCHOLINGUISTIC PERSPECTIVE  

中国学生学习和使用英语所有格的心理语言学诠释(英文)

作　　者：姜宗彦[1] 

机构地区：[1]陕西理工学院外语系

出　　处：《Chinese Journal of Applied Linguistics》2004年第6期95+101-104,127+129,共7页中国应用语言学（英文）

摘　　要：This paper investigates Chinese learners' interlanguage in their learning and use of English possessives from the psycholinguistic perspective of L1's(Chinese)influence on the target language(English)learning.It examines the acquisition order,the developmental sequences and the speech-processing strategies applied subconsciously by the learners in the whole learning process,with the aim of finding the psycholinguistic rationale that produces the interlanguage.It asserts that the learners'active involvement in the learning process is crucial inasmuch as each learner has a different learning pace and style, which the language teachers should not lose sight of.All this knowledge has strong implications for the improvement of present English language instruction in a Chinese setting.Such knowledge can lead to better-informed attitudes on the part of the EFL teachers and more effective teaching methodologies.本文从母语影响目标语学习这一心理学语言学角度来研究中国学生在学习和使用英语所有格时所产生的"错误"用法,探讨他们学习英语所有格时的习得次序、发展序列,分析在学习该语法项目时他们在潜意识状态下积极运用的语言加工策略,以期找到产生这些中介语的心理语言学诱因。同时,本文指出学生在积极地参与整个学习过程。

关 键 词：心理语言学 所有格 学习英语 学习过程 学生学习 诠释 发展序列 母语影响 目标语 语言学角度 

分 类 号：H319[语言文字—英语]