语义句法启动与英语提升动词的二语习得:来自有声思维的证据  

Semantic and Syntactic Bootstrapping in L2 Acquisition of English Raising Verbs:Evidence from Think-Aloud Protocols

作　　者：谢元花[1] 魏辉良[2] 

机构地区：[1]广东外语外贸大学英语语言文化学院,广东广州510420 [2]广东外语外贸大学国际学院,广东广州510420

出　　处：《外语教学》2016年第4期56-60,共5页Foreign Language Education

基　　金：国家社科基金项目"任务型教学与教师角色研究"(项目编号:13BYY082);广东外语外贸大学2014年度研究生教改项目"硕士研究生科研立题论证的问题与对策研究"(项目编号:14GWYJSJG-01)的部分成果

摘　　要：本研究旨在考察中国学习者在线分析处理英语含提升动词句子的策略。通过有声思维的方法,本研究收集了18位学习者在线分析处理含提升动词句子的口头报告。对报告进行定性和定量分析发现:1)学习者主要运用5种在线分析线索:语义、句法、直觉、语境和词形,并形成了8种不同的策略;2)随着水平的提高,他们运用的语义和句法线索的差距逐渐缩小;3)NP主语的有生性和补语动词的静态特征均引出更多语义线索和直觉策略,而虚指词it和there没有引出一致性的线索。这些发现不仅可以加深我们对提升动词二语习得的理解,而且可以为我国外语教学提供启示。This paper aims to investigate Chinese learners＇ on-line parsing strategies of English sentences with raising verbs. Think-aloud protocols have been collected from 18 Chinese EFL learners and analyzed both qualitatively and quantitatively. Data analyses have yielded the following findings ： 1 ） The learners mainly used 5 types of cues ： semantics, syntax, intuition, context and morphology, from which eight on-line parsing strategies are employed; 2） The difference between semantic and syntactic cues used by the learners becomes smaller with the advance of their English proficiency; 3 ） The animacy of NP sub- ject and the stativeness of the embedded verbs elicite more semantic cues, whereas the cues elicited by the expletives ＂it＂ and ＂there＂ are complex in type and no clear pattern is obtained. These findings not only better our understanding of the L2 acqui- sition of English raising verbs, but also give implications to the teaching of English in China.

关 键 词：提升动词 语义启动 句法启动 有声思维 在线分析处理策略 

分 类 号：H319[语言文字—英语]