英语特殊疑问句论文：一项关于英语特殊疑问句习得研究.docVIP

英语特殊疑问句论文：一项关于英语特殊疑问句的习得研究 【中文摘要】英语特殊疑问句的习得研究一直是二语习得研究领域的热门话题。很多学者对于它的习得顺序和难度做出了大胆的预测。本研究基于Stromswold (1995)和O’Grady (1997)关于主宾语不对称以及论元和附加语不对称的研究假设,以及英汉语疑问结构类型学上的差异,旨在验证中国学习者习得英语特殊疑问句过程中是否也存在这种不对称现象,并在实验数据分析的基础上探讨中国中等水平的英语学习者习得英语特殊疑问句的难度等级以及产生原因,这将有助于外语教师在教学实践中调整教学对策,更有效地指导教学。本研究以定量研究的方法为主,选取了105名非英语专业大一学生为被试,采用书面语法测试的形式,收集了英语简单特殊疑问句的中介语语料。对于所获取的数据,采用SPSS17.0统计分析软件进行数据分析,以期更好地了解中国中等水平的英语学习者对于英语特殊疑问句的习得情况。本研究结果显示,中国学习者习得英语特殊疑问句的过程中也存在主宾语不对称以及论元与附加语不对称的情况,对于主宾语不对称的实验研究结果支持O’Grady的理论假设,即主语特殊疑问句比宾语特殊疑问句容易;论元与附加语不对称的实验研究结果不支持Stomswold和O’Grady的理论假设。由此,实验研究所得出的中国英语学习者习得英语特殊疑问句的难度等级顺序由难到易依次为宾语位置的定语状语主语位置的定语宾语主语。本研究还进一步探讨了产生此难度等级顺序的深层原因。本论文的研究成果在理论层面和教学层面都具有启示意义。理论上,本研究结果为以汉语为母语的英语学习者习得英语特殊疑问句是否存在主宾语不对称,论元附加语不对称现象,以及以汉语为母语的英语学习者习得五种类型的英语特殊疑问句的难度等级提供了实证数据支持。就教学方面而言,本研究分析探讨了中国英语学习者习得各种类型的英语特殊疑问句难度等级顺序的深层原因,有助于外语教师在教学实践中了解教授此语法点的重点和难点,调整教学对策,使学习者更快地摆脱母语负迁移的干扰,更有效地掌握英语特殊疑问句。 【英文摘要】The acquisition of wh-questions has always been a hot issue in the field of second language acquisition. Many scholars made some bold prediction on their acquisition difficulty hierarchy. The present study is based on the hypotheses of argument / adjunct asymmetry and subject / object asymmetry predicted by Stromswold (1995) and O扜rady (1997), and the typological differences between English and Chinese Wh-questions, which aim at verifying whether these asymmetries phenomena exist in the process of acquiring English wh-questions by Chinese English learners. Meanwhile, the acquisition difficulty hierarchy of this sentence structure and its causes were discussed and analyzed based on experimental data analysis, which will help the foreign language teachers to adjust their teaching strategies in their teaching practice and will guide the teaching more effective.The present study mainly adopted the quantitative approach. The participants were 105 freshmen of non-English majors. The interlanguage corpus was collected from a written grammatical test. All data analyses are performed with the system of Statist