母语为英语和日语的学习者对汉语话题——述题结构的习得研究:可加工性理论视角  

Acquisition of Chinese topic-comment constructions by English-and Japanese-speaking learners:Processability theory approach

作　　者：胡丽娜[1] 常辉[2] 郑丽娜[3] Hu Lina;Chang Hui;Zheng Lina

机构地区：[1]福建厦门集美大学诚毅学院外语教学部,361021 [2]上海交通大学外国语学院,200240 [3]上海对外经贸大学国际商务外语学院,201620

出　　处：《语言教学与研究》2018年第3期17-28,共12页Language Teaching and Linguistic Studies

基　　金：教育部人文社会科学研究青年项目"不同母语背景的留学生对汉语话题结构的习得与加工研究"(17YJC740127)的资助

摘　　要：基于"HSK动态作文语料库",本研究考察了母语为英语和日语的学习者对汉语话题—述题结构的使用情况,从"可加工性理论"视角探讨了他们对汉语话题—述题结构的习得以及母语和二语水平对习得的影响。结果显示,学习者使用的主要是移位类话题—述题结构,且与汉语母语者表现基本一致;基础生成类话题—述题结构较少,且与汉语母语者表现差异较大。另外,学习者对汉语话题—述题结构的习得和迁移都不完全符合"可加工性理论"的预测,母语和汉语二语水平对学习者汉语话题—述题结构的使用有一定的影响,但不显著。Based on the HSK dynamic composition corpus and from the perspective ot the processability theory, this study investigates the written production of Chinese topic- comment constructions by English-and Japanese-speaking learners and the role of their first languages and L2 proficiency. The results show that the learners mainly use movement de- rived topic-comment constructions but few base-generated ones, the former of which is con sistent with the native speakers＇ performance while the latter is quite differentiated from it. In addition, the learners＇ acquisition and transfer on Chinese topic-comment constructions do not fully conform to the prediction of processability theory. Finally, this paper points out that the learners＇ first languages and L2 proficiency have a certain but not significant influ- ence on the use of Chinese topic-comment constructions.

关 键 词：话题-述题结构 习得 可加工性理论 移位 基础生成 

分 类 号：H195[语言文字—汉语]