二语学习者论文：二语学习者非宾格动词非作格动词非宾格陷阱假设习得路径

二语学习者论文：二语学习者非宾格动词非作格动词非宾格陷阱假设习得路径【中文摘要】根据论元和句法结构的不同,传统语法中的不及物动词可以再细分为非宾格动词和非作格动词。

二者的区别在于,非宾格动词在深层结构中的论元是在宾语的位置,表层结构中汉语非宾格动词的论元既可以出现在主语位置,也可以出现在宾语位置上。

而非作格动词的论元不论在深层结构还是在表层结构都是在主语位置。

非宾格动词带的是内部论元,承担着施事角色;而非作格动词带的是外部论元,承担受事角色。

两种不及物动词的差异给留学生习得汉语非宾格动词带来了很大的困难。

Oshita(2001)研究了二语学习者习得非宾格动词的情况,提出了“非宾格陷阱假设”,指出学习者习得非宾格动词呈现出U型路径。

本文通过问卷形式调查了45名英语母语者和15名汉语本土学习者对汉语非宾格动词的习得情况,其中45名英语母语者分别来自三个学习阶段,初级阶段、中级阶段和高级阶段。

问卷调查包括两个部分,组词成句任务和语法性判断任务,考察不同阶段的学习者产出和接受非宾格动词的情况。

研究发现,学习者在初级阶段不区分非宾格动词和非作格动词,不产生也不接受V-NP句法顺序,因此关于V-NP句法顺序的错误也相应很少;而到了中级阶段,学习者开始区分两种动词,却因尚未真正掌握二者的区别反而提高错误率;只有到了高级阶段,学习者才能正确区分两种动词,正确率又重新提高,而且也只有到这个阶段学习者才真正习得与非宾格动词相关的语法特点。

研究结果进一步验证了“非宾格陷阱假设”中的U型路径。

此外,我们检验了Oshita(2001)提出了五个预测,发现学习者在初级阶段会把非宾格动词和非作格动词用在同样的句法结构中;句法结构的错误更容易在相对复杂的非宾格动词中产生,而非作格动词的句法错误则相对较少;非宾格动词独有的一些语法特点只有在正确区分两种不及物动词后才能真正习得;习得行为呈现U型路径;但是第三项预测只得到了局部验证,学习者在不区分两种不及物动词时很少产生句法错误,但在判断语法性的时候会出错。

之后我们分析了造成学习者不同阶段不同表现以及出现一些与非宾格动词相关语法错误的因素,主要有单一论元连接原则、语环境下的语言输入、母语迁移及V-NP 句法顺序的过度泛化。

因此,我们在教学当中应当在学习者的初级阶段就有意识地引导他们区分非宾格动词和非作格动词,增加非宾格动词不同句法结构的语言输入,对比分析英汉非宾格动词的不同用法,避免学习者对V-NP句法顺序的过度泛化。

【英文摘要】According to the difference of argument and syntactic structure, traditional intransitive verbs can be further classified as unaccusatives and unergatives. The difference between these two types of verbs are that, the argument of Chinese unaccusatives is object in deep structure but can be both subject and object in surface structure; while it can only be subject to unergatives no matter in deep structure or surface structure. Besides, the argument ofunaccusatives is internal, taking the agent role; while unergatives take external argument and patient role.The discrepancy between unaccusatives and unergatives bring large difficulties to L2 learners’learning Chinese unaccusatives. Oshita (2001) study the acquisition route by L2 learners in his “Unaccusative Trap Hypothesis (UTP)”, indicating that learners present U-shaped acquisition route while acquiring unaccusative verbs. The present study surveys the Chinese unaccusative verbs’acquisition through forty-fiveEnglish-speaking learners and fifteen native speakers in the form of questionnaire investigation. Among these forty-five English-speaking learners, fifteen are from the initial stage, fifteen from the second stage, and fifteen from the final stage. The questionnaire is made up of two tasks, the Writing Production Task and the Grammaticality Judgment Task, investigating learners’production and acception of unaccusative verbs in different stages.We find that learners in their first stage can not distinguish unaccusatives and unergatives, neither do they produce or accept V-NP word order sentences. They begin to differentiate these two kinds of verbs in the second stage, but the accuracy decreases due to their unknown of their real difference. Only when they reach the finalstage, can they really distinguish them and grasp the grammar features related only to unaccusatives verbs, so the accuracy increases again. This further verifies U-shaped acquisition route in“Unaccusative Trap Hypothesis”.Besides, we find answers to the five predictions proposed by Oshita (2001). It is discovered that learners in the initial stage would use unaccusatives and unergatives in the same syntactic structure; syntactic errors would appear more often in then sentences with unaccusatives which are much more complicated than unergatives; some grammar features specific to unaccusatives can only be fully acquired after discriminating correctly these two types of intransitive verbs; learners’different behaviors present to be a U-shaped pattern; while prediction three is partially proved, learners make seldom syntactic errors when not differentiating unaccusatives and unergatives, but they would sometimes fail to judge their grammaticality. In addition, factors involved in L2 learners’acquisition of Chinese unaccusatives are analyzed. There are mainly four factors, Single-Argument Linking Rule; influence of the input from target language environment; first language transfer; and overgeneralization of V-NP word order sentences.Consequently, we should lead learners to distinguish unaccusatives fromunergatives consciously even at their initial stage, and try to make them exposed to more target language input about the different syntactic structures of unaccusatives. Besides, we should make contrast analyses to the different usage of Chinese unaccusatives and English unaccusative, and try to prevent their overgeneralization of V-NP syntactic structure.【关键词】二语学习者非宾格动词非作格动词非宾格陷阱假设习得路径【英文关键词】L2 learners Unaccusatives Unergatives Unaccusative Trap Hypothesis Acquisition route【目录】英语母语者汉语非宾格动词习得研究摘要4-5Abstract5-6Introduction9-140.1 The Objectives of the Thesis9-100.2 The Significance of theThesis100.3 Methodology and Organization of theThesis10-14Chapter 1 Research Background and Literature Review14-24 1.1 A Brief Introduction ofUnaccusatives14 1.2 Unaccusatives and Unergatives in English and Chinese14-19 1.3 Previous Studies on Unaccusatives19-24Chapter 2 TheoreticalFoundation24-32 2.1 Introduction24 2.2 Three Stages of the Unaccusative Trap in L2 English24-27 2.3 GeneralPredictions of UTH27-28 2.4 Summary28-32Chapter 3Research Methodolog32-41 3.1 Research Hypothesis32 3.2 Research Participants32-34 3.3 ResearchInstruments34-38 3.4 Data Collection38-39 3.5 DataProcessing39-41Chapter 4 Results andDiscussion41-50 4.1 Results of Writing ProductionTask41-43 4.2 Results of the Grammaticality JudgmentTest43-45 4.3 Discussion45-50Chapter 5 Pedagogical Implications50-55 5.1 Factors Involved in L2 Acquisition ofChinese Unaccusatives50-52 5.2 PedagogicalImplications52-55Conclusion55-57Notes57-58WorksCited58-62Acknowledgements62-63Appendix AQuestionnaire63-68Appendix B Table1-768-71Informative Abstract in Chinese71-74Résuméand Publications since Entering the Program74【采买全文】1.3.9.9.38.8.4.8 1.3.8.1.13.7.2.1 同时提供论文写作一对一辅导和论文发表服务.保过包发【说明】本文仅为中国学术文献总库合作提供，无涉版权。