高中生英语与格动词习得研究

发布时间：2018-01-19 00:08

本文关键词： 与格动词结构狭域制约规则泛化语言水平与格动词转换　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：双宾结构的习得历来是语言学研究的重点,带有两个宾语的动词被称为英语与格动词,英语与格动词是中学生英语语法中要求重点掌握的一类动词。英语与格动词有两种结构即:双宾与格动词结构和介宾与格动词结构。英语与格动词两种结构的不对称性和复杂性,造成了英语与格动词转换习得的难点。前人主要是从与格动词的句法结构,语义迁移以及形态或语音制约等角度来研究与格动词转换,语言学者对与格动词转换也提出了很多不同的理论和假设,而较少的研究是基于Pinker(1989)提出的“狭域与格转换制约理论”来研究与格动词的习得,并且国外大多数研究的被试都集中于母语不是中文的成人或儿童,国内研究的被试也大多选择了英语专业的本科生或硕士生,较少有专门针对于高中生英语与格动词习得的研究,因此本研究对高中生三个年段进行了狭域制约规则下的真实和新造与格动词的语法判断任务,以此来探索高中生对狭域与格动词转换的习得情况。本研究选取了四类狭域与格动词(扔类,推类,告诉类和耳语类狭域与格动词)作为测试项目,每类与格动词分别设置了两个真实与格动词和两个新造与格动词,受试者要对这些包含真假与格动词的双宾结构和介宾结构的句子的语法性做出判断。通过对高中三个年段进行2X8的双因素方差分析和简单效应分析。研究发现:高中生对制约与格转换的狭域规则不敏感;并且高中生在学习英语与格动词的过程中出现了泛化现象;不同真实与格动词结构在高中生的习得中存在显著差异,高中生对真实与格动词双宾结构的习得情况明显差于对与格动词介宾结构的习得;不同高中生真实与格动词的习得情况虽然差异不大,但总体来说高二学生对待真实与格动词的表现要优于高一年级的学生;与此相反的是高中生新造与格动词的习得情况,数据表明不同语言水平的高中生对新造与格动词的掌握情况差异不大,即:不同年段高中生在面对不同新造与格动词结构都持比较赞同或完全赞同的态度。从这些发现告诉我们,在与格动词的二语教学中,为学生提供积极或负面的与格动词的例证可以减少二语习得者习得与格动词过度泛化的几率,此外提高目的语知识输入的数量和质量,对与格动词习得中的易错点和对制约英语与格动词的参数进行适当地显性教学也能帮助改善高中生英语与格动词的习得情况。另外教师应结合教材,针对不同水平的高中生来创设有利于与格动词的教授的情境。
[Abstract]:The acquisition of double object structure has always been the focus of linguistic research. Verbs with two objects are called English and case verbs. English and case verbs are one of the most important verbs in middle school students' English grammar. The structure of double object and case verb and the structure of object and case verb. The asymmetry and complexity of English and case verb structures. This has caused difficulties in the acquisition of English and case verbs. Previous studies have focused on the syntactic structure, semantic transfer, and morphological or phonetic constraints of case verbs. Linguists have also put forward many different theories and hypotheses on the transformation of case verbs. Less research is based on the theory of restriction of narrow domain and case transformation proposed by Pinker 1989 to study the acquisition of case verbs. And most of the subjects in foreign studies are focused on adults or children whose mother tongue is not Chinese, and most of the subjects in domestic studies choose English majors or master degree students. There are few studies focused on the acquisition of English and case verbs in senior high school students. Therefore, the present study focuses on the grammatical judgment tasks of "real" and "newly constructed" verbs in three years of senior high school students. In order to explore the acquisition of narrow domain and case verbs in high school students, four kinds of narrow domain and case verbs (throw, push, tell and whisper) were selected as the test items. Each kind and case verb has two real and case verbs and two new creation and case verbs respectively. The subjects were asked to judge the grammaticality of these sentences, which contained the double object structure and the intermediate object structure of the true and false verbs. The analysis of 2X8 and the simple effect of 2X8 were carried out on the three years of senior high school. Now:. High school students are insensitive to the narrow domain rules of restriction and case transformation; Moreover, in the process of learning English and case verbs, senior high school students appear the phenomenon of generalization. There are significant differences between different real and case verb structures in the acquisition of high school students. The acquisition of the double object structure of real and case verbs in senior high school students is obviously worse than that in the acquisition of the object structure of case verbs. Although there is little difference in the acquisition of real and case verbs in different high school students, in general, the performance of the real and case verbs in senior two students is better than that in the first year of senior high school students. On the contrary, the acquisition of new and case verbs in high school students shows that there is little difference in the mastery of new and case verbs among high school students with different language levels. That is to say, senior high school students in different years agree or totally agree with each other in the face of different constructions. From these findings, we can see that in the second language teaching of metaphorical verbs. Providing students with positive or negative examples of case verbs can reduce the probability of second language learners' acquisition and overgeneralization of case verbs and improve the quantity and quality of target language knowledge input. The error-prone points in the acquisition of case verbs and the proper explicit teaching of the parameters restricting English and case verbs can also help to improve the acquisition of English and case verbs in senior high school students. In addition, teachers should combine teaching materials. Aim at different level of high school students to create a situation conducive to the teaching of case verbs.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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