非英语专业学习者构式习得实证研究  

An Empirical Study of Construction Acquisition of Non-English Majors

作　　者：符存[1] 

机构地区：[1]西南大学外国语学院,重庆400715

出　　处：《山东外语教学》2012年第3期75-80,共6页Shandong Foreign Language Teaching

基　　金：重庆市社会科学规划项目"基于构式语法的二语习得研究"(编号:2009YY08)的阶段性研究成果

摘　　要：本研究以方位构式的习得为例,探索在大学英语课堂教学环境下构式的习得过程。以在前测中具有相似方位构式认知水平的两个班为实验班和控制班,两个班在教材、学时数、授课教师、授课进度等方面保持一致。不同的是,实验班接受了为期4周的方位构式习得策略培训。实验结束后,两个班接受了方位构式认知水平测试。4周后,实验班接受了延时测试。结果表明,接受了方位构式习得策略培训的实验班与控制班相比,方位构式认知水平有很大的提高,差异显著;实验班的方位构式认知水平逐渐接近英语本族语者的认知水平;方位构式习得策略的稳定性和延续性在实验班的延后测试中得到了体现。This study takes English locative construction as an instance to investigate construction acquisition process in college English class. Two classes which possess similar locative construction proficiency are identified as experimental class and control class. In the following four weeks, students from the two classes receive the same teaching procedure in such areas as textbooks, teaching time, teacher, and schedule. The only difference is that the experimental class receives locative construction acquisition strategy train- ing as a part of their lessons. After the experiment, the two classes receive timely locative construction proficiency test. Four weeks later, the experimental class receives the delayed test. The result indicates that the experimental class has significantly higher locative construction proficiency which is similar to native level, and that the stability and effectiveness of locative construction acquisition strategy training is demonstrated in the delayed test.

关 键 词：构式习得 方位构式 习得策略培训 广域语义 狭域语义 

分 类 号：H319[语言文字—英语]