英语专业学生高年级阶段英语空间介词习得研究  

On the Acquisition of English Spatial Prepositions for English Majors in the Advanced Phase

作　　者：翁晓斌[1] Weng Xiaobin(School of Foreign Languages,Sanjiang University,Nanjing 210012,China)

机构地区：[1]三江学院外国语学院,江苏南京210012

出　　处：《黑河学院学报》2022年第7期135-137,共3页Journal of Heihe University

基　　金：2017年江苏省社科应用研究精品工程外语类课题“介词教学的认知途径对英语专业学生多义性介词习得和使用的作用研究”(17jsyw-12);2018年第九批中国外语教育基金项目“英语专业学生英语介词习得与影响因素研究”(ZGWYJYJJ2018B84)。

摘　　要：通过介词测试和问卷对88名英语专业四年级学生的英语空间介词中习得较好的义项和习得较差的义项的特征及成因进行探讨。结果显示:习得较好的义项为两类:介词的原型空间义项、与汉语对等表达语义匹配度高的介词非空间义项。习得较差的义项为三类:易受语际和语内迁移影响的介词义项、叠加了功能因素的非原型空间义项、空间构型关系差异不显著的介词空间义项。The paper reports on a study of the acquisition of English spatial prepositions by making prepositional tests and a questionnaire survey on 88 senior English majors at the end of the advanced phase.The study specifically explores the features of the well-acquired and poorly-acquired senses and their respective causes.Well-acquired senses fall into two categories:the primary sense of a preposition,and non-spatial senses with a high semantic match to Chinese equivalents;poorly-acquired senses fall into three categories:senses influenced by interlingual and intralingual transfers,non-prototypical spatial senses with extra functional elements,and senses representing similar spatial configuration relations.

关 键 词：英语专业学生 高年级阶段末 空间介词 二语习得 介词习得 

分 类 号：H319[语言文字—英语]