【作者】 曹红霞；

【导师】 蔡芸；

【作者基本信息】 广东外语外贸大学 ， 外国语言学及应用语言学， 2005， 硕士

【摘要】 本研究旨在调查母语迁移对中国学生习得英语时制的影响。前人对第二二语言时制的习得进行了大量的研究,发现二语学习者在习得时制的过程中都经历了三个相同的阶段,即语用阶段(主要依赖语境),词汇阶段(主要依赖时间副词),和语法阶段(主要依赖动词的时和体标记)。而且在第三个阶段,动词的时和体标记的出现也遵循普遍的规律,即情状体假说。另一方面,专家们对第二语言习得中母语迁移这一因素的研究也不断深入。最近的研究成果表明母语迁移和普遍规律共同决定中介语的发展进程。本研究综合上述研究成果,并在此基础上提出了两个假设,即:(1)中国学生对英语时和体的习得遵循普遍规律,即情状体假说;(2)汉语在中国学生习得英语时制的过程中起着重要的作用。 实验的结果有力的证实了以上提出的两个假设。实验的受试对象倾向于先将过去完整体的标记用于完结动词和达成动词,逐渐扩展到状态动词和活动动词,而进行体的标记主要用于活动动词和完结动词,很少用于状态动词和达成动词。母语迁移的作用主要表现在以下三个方面:(1)实验受试对象对达成动词和状态动词进行体的习得很困难,因为在汉语里这两类动词不能和进行体标记“在”一起使用。(2)受试对象倾向于依赖语境和词汇来表达时制,而对英语动词的时和体标记的使用敏感性较弱。一方面由于汉语表达时制的方式(主要依靠语境和时间副词)和普遍规律吻合,从而强化了中国学生对语境和时间副词的依赖。另一方面,汉语里的动词缺少曲折变化,这也导致了中国学生对英语动词时和体标记的使用不敏感,从而阻碍了第三个阶段的发展。(3)在汉译英练习中,受试者在有相应完整体标记“了”和进行体标记“在”的句子中使用过去完整体和进行体的正确率高于没有这些标记的句子,这直接反应了母语的影响,同时也表明了受试者对语境的依赖性。简而言之,本研究证明了中国学生习在习得英语时制的过程中既遵循普遍的规律同时又受到母语的影响。更多还原

【Abstract】 The present research investigates the influence of L1 transfer on the development of English temporality system by the Chinese EFL learners. A thorough review of the related studies in the area of L2 acquisition of temporality reveals that L2 learners follow similar stages in their acquisition of systems of temporal expression, i.e. from pragmatic to lexical and then to morphological stage. And in the third stage, the emergence and distribution of tense-aspect morphology also exhibits universal developmental pattern as predicted by the Aspect Hypothesis. In addition, the issue of L1 transfer has been examined from a variety of perspectives. Recently, researchers concern themselves with the conditions under which L1 transfer takes place, and how it interacts with other factors and procedures in L2 learning and use. Numerous studies have illustrated that L1 transfer and developmental factors work together in determining the course of interlanguage. Based on this, we generate two general assumptions: 1) the Chinese EFL learners will follow the universal route in their acquisition of English tense/aspect system; 2) L1 Chinese will exert great influence on the Chinese EFL learners’ acquisition process of English temporality system.The results from the empirical studies support our hypotheses. The learners in our studies show a tendency of marking simple past initially on telic verbs (accomplishments and achievements), eventually extending it to atelic verbs (statives and activities), and of marking progressive predominantly on activities and accomplishments, whereas very infrequently on achievements and statives. The effect of L1 is evident in various ways: 1) our learners struggle most with progressive marking on achievements and statives due to the fact that these two aspectual categories are incompatible with the progressive marker zai in theChinese language; 2) our learners tend to rely on pragmatic and lexical means to establish temporal reference and show low sensitivity to the use of English tense-aspect morphology. What is more, the convergence between the Chinese way of expressing temporality (mainly through context and lexical adverbials) and the natural developmental pattern reinforces their tendency of relying on pragmatic and lexical devices. The lack of verbal inflections in Chinese also results in the slow development in their productive use of tense-aspect morphology and their insensitivity to the use of tense-aspect morphology to indicate temporal relations in English; and 3) the presence of the Chinese aspect markers le and zai facilitates the learners’ use of simple past and progressive marking in the Chinese-English translation, which also indicates their tendency to rely on contextual cues. In short, both the developmental factor and L1 transfer play an important role in the acquisition of English temporality on the part of the Chinese EFL learners.更多还原