中国英语学习者wh-论元问句不对称习得研究  

The study of the asymmetry in the acquisition of English wh-argument questions by Chinese EFL learners

作　　者：潘娟[1] 吴丽丽[1] 张素敏 Pan Juan;Wu Lili;Zhang Sumin

机构地区：[1]淮阴师范学院外国语学院 [2]浙江工商大学外国语学院

出　　处：《西安外国语大学学报》2022年第1期63-68,共6页Journal of Xi’an International Studies University

基　　金：教育部规划基金项目“中国学习者英语依存结构习得的输入加工机制研究”(项目编号:21YJA740030);江苏省社会科学基金一般项目“作为二语的英语依存结构输入加工机制研究”(项目编号:21YYB010);江苏省高校哲学社会科学基金项目“输入加工干预下初中生英语wh-问句习得研究”(项目编号:2019SJA1632)的阶段性研究成果。

摘　　要：探究疑问句习得特征有利于分析语言习得机制。本研究采用E-prime编程的句子理解任务,考察了三个不同水平的中国学习者对wh-论元问句的习得。结果发现,受试在习得wh-论元问句的过程中存在不对称现象,习得who主语问句显著好于who宾语问句,而习得what宾语问句却好于what主语问句,表现出相反方向的主宾习得不对称。三个水平组受试对who和what问句的理解存在类似难度顺序:who主语问句<what宾语问句<what主语问句<who宾语问句。本文从生成语言学的疑问词题元角色的句法实现和wh-疑问词的句法移位特征两方面对结果进行了解释。Researches on interrogatives enable us to better understand the mechanism of language acquisition. An empirical study programmed with E-prime has been conducted to investigate the acquisition of English wh-argument questions by Chinese EFL learners at three different proficiency levels. The results show that the acquisition of who subject questions is significantly better than that of who object questions, while the acquisition of what object questions is better than that of what subject questions, showing asymmetry in the opposite direction. There is a similar difficulty sequence in the comprehension of who-and what-question among the three proficiency level groups: who-subject question < what-object question< what-subject question <who-object question. The results are accounted for from the perspective of generative linguistics: how thematic roles of different wh-words map to particular syntactic positions and the wh-movement features in different wh-questions.

关 键 词：wh-问句 不对称 题元角色 wh-疑问词移位 

分 类 号：H319[语言文字—英语]