【作者】 殷刚魁；

【导师】 权晓辉；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 关系从句是英语中的一种独特句型。对关系从句理解的研究主要集中于哪种关系从句理解较为复杂及其原因。由于研究者出发的角度不同,研究结果也不尽相同。本文以竞争模式为理论依据,对中国高中学生理解英语关系从句的过程与策略进行研究,主要探讨:1)母语在英语关系从句理解中的作用;2)哪种关系从句理解较为复杂;3)中国学生主要依靠那种提示来理解英语关系从句。研究采用语法判断、反应时技术、主语识别和访谈进行。研究对象为53名中国高二年级学生。研究结果如下: 1).中国中学生在理解英语关系从句时经常使用母语策略; 2).对中国中学生来说,宾语关系从句理解较主语关系从句理解复杂; 3).中国中学生在理解英语关系从句时主要依据整体提示; 4).中国中学生在理解英语关系从句时能很容易识别出语序提示中的错误,但却经常忽视主谓一致与格变化中的错误; 对上述结果进行分析后,该研究初步得出的结论是:1)由于英语学习时间及环境的限制,中国中学生对英语提示系统的运用没能达到自如的境地,因此理解中遇到困难时,他们往往求助于母语;2)宾语关系从句自身的复杂性及母语的影响是造成宾语关系从句理解复杂性的重要原因;3)由于学习时间、学习环境、教师教学方式等多种因素的影响,中国中学生的英语语法意识薄弱,英语中介语系统发展缓慢,母语对学生的英语学习有很大的影响,学生对英语语法规则的运用没能达到自动化的地步,这是导致上述结果的主要原因。 本文由七大部分组成。第一部分主要介绍研究问题,研究的缘起、思路及意义等。第二部分在对相关研究进行回顾的的基础上,提出进行此项研究的必要性。第三部分是本研究的理论基础,主要包括竞争模式、语言迁移、英语关系从句分析以及英汉语言提示系统分析与比较等。第四部分主要陈述本研究的实验设计,包括实验目的、假设、被试、工具、过程及结果。第五部分对实验结果进行深层次的探讨,分析隐藏在实验结果背后的真正原因。第六部分结合实验结果探讨了该研究对语言教学的启示。第七部分是本研究的结论部分,简要总结了本研究的结论与局限性。更多还原

【Abstract】 Relative clause is of special type in English. Studies on comprehending English relative clauses focused mainly on which type of clauses are more complex to comprehend and reasons accounting for the question. Because of the different perspectives of researchers, results of the studies were different. Based on the Competition Model, the present study aims to examine the process and strategies used in comprehending English relative clauses by Chinese senior school student. The research questions include: 1) role of native language in the comprehension of English relative clauses; 2) which type of the clauses are more complex for Chinese senior school students to comprehend; 3) what cues Chinese senior school students rely on to comprehend English relative clauses. In the study, grammaticality judgment task, reaction time technique, agent identification task and interviewing were used. Subjects were 53 Chinese senior school students in Grade Two. The following results were found in the experiments:1). Chinese senior students often rely on native language-strategy while comprehending English relative clauses;2). Object relative clauses are more complex for Chinese senior students to comprehend than subject relative clauses;3). Chinese senior students mainly rely on global cues in the comprehension of English relative clauses;4). Chinese senior students can easily identify the mistakes in ungrammatical word ordeT, but often ignore that in other three cues.After analyzing the above results, the following tentative conclusions are reached: 1) because of limitation of learning time and environment, Chinese senior students can not use cue system in English with facility, and consequently, they often resort to their native language when meeting with difficulty in the comprehension; 2) complexity of English object relative clauses and influence of native language are important reasons leading to the difficulty in comprehending object relative clauses; 3) because of influences of learning time, learning environment and teachers’ teaching approaches, etc, grammar consciousness of Chinese senior students is weak, their English interlanguage develops slowly, native language has great effect on their English learning, and consequently, students can not use English grammar rules automatically, which is the main reason resulting in the above results.The paper consists of seven main parts. The first part mainly introduces the research questions, origin of the research, methods and significance of the research, etc. In the second part, based on the review of the previous relevant studies, necessity of the research is stated. The third part is the theoretical framework of the study and the theories involved in the study include the Competition Model, language transfer, analysisof English relative clauses, and analysis and comparison of cue systems in English and Chinese. The fourth part presents the design of experiments in the study, including aims, hypotheses, subjects, instruments, process and results. In the fifth part, reasons lying behind the experiment results are explored. The sixth part explores the implication of the conclusions on English teaching. In the last part, conclusions and limitations of the study are summarized briefly.更多还原