“体假设”及“了”“着”的二语习得  

“Aspect Hypothesis” and L2 Acquisition of Aspect Markers-le and -zhe

作　　者：杨素英[1] 

机构地区：[1]香港浸会大学英国语言文学系

出　　处：《世界汉语教学》2016年第1期101-118,共18页Chinese Teaching in the World

摘　　要：在时-体标记习得研究中,有一些广泛存在的倾向,即:习得者往往将简单过去时(包含完成体)标记的使用仅限于终结性情状,而将非完成标记的使用仅限于非终结性情状。在许多语言中,这种有限制的使用导致标注不足。学者们把这些普遍存在的倾向总结为"体假设"。本研究使用语料库对母语为英语的留学生习得汉语体标记"了"和"着"的情况进行了全面考察。研究结果表明,用来解释"体假设"的普遍原则(Shirai&Andersen(1995)的"原型假设"和Bybee(1985)的"相关原则")在汉语中有直接的表现,正好吻合了习得者的普遍倾向,因此有利于汉语体标记的习得。标注不足现象不严重,反而有一些过度标注的现象。在此基础上,我们对"体假设"提出修改建议,使之更具普遍性。The paper reports our investigation into the acquisition of two major Chi- nese aspect markers, perfective-le and imperfective -zhe, by native English speakers, fo- cusing on the impact of typological differences on the well-attested general learner tenden- cies of restricting perfective past marking to Accomplishments and Achievements and im- perfective marking to Statives and Activities as described by the Aspect Hypothesis （Andersen ＆ Shirai, 1996）. By analyzing corpus data, we have shown that the aforemen- tioned tendencies, although undesirable in the acquisition of various languages, turn out to be desirable in the acquisition of languages such as Chinese, because these tendencies coin cide with the natural occurrence patterns of -le and -zhe. We argue that different languages may observe the same natural language principle （Bybee^s （1985） Relevance Principle） in different ways, rendering the learner tendencies desirable or undesirable in the acquisition process. Based on our new observations, we propose some modifications to the Aspect Hy- pothesis.

关 键 词：体标记 体假设 情状类型 原型假设 相关原则 

分 类 号：H195[语言文字—汉语]