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双及物构式是Goldberg提出的题元结构之一,表达“所有物转移”的基本事件。双及物构式和词汇一样具有多义性,为了深入了解中国英语学习者双及物构式多义性的习得情况,本文提出两个假设:1.中国大学生对双及物构式的中心义的习得程度高于边缘义;2.高年级学生比低年级学生掌握的构式义更多。本文以中国学生口笔语料库(SWECCL 2.0)为语料,研究发现,中国大学生对双及物构式的中心义的习得程度高于边缘义,并且在边缘义的习得上存在语义层级性;高年级学生并未输出更多的双及物构式意义,但其对双及物构式多义性的习得水平有显著的提高。
Double and object structure is one of the elements of the structure proposed by Goldberg, “transfer ” the basic events. In order to gain a deeper understanding of the acquisition of polysemy between Chinese and English Learners, this paper proposes two hypotheses: 1. Chinese college students’ duality and material structure The center of righteousness is higher than the marginal righteousness; 2. The higher grade students have more formal meaning than the lower grade students. In this study, we use SWECCL 2.0 as a corpus, and find that the Chinese college students’ acquisition of the central meaning of dualism and material construction is higher than that of marginal justice and there is a semantic hierarchy in the acquisition of marginal justice. The senior students did not output more dual and material meanings, but their ambiguous acquisition of double and object constructions improved significantly.