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英语时体习得历来是语言习得领域的研究重点。本文探讨中国学习者对英语进行体标记-ing习得的情况,具体研究情状体对进行体习得的影响,检验情状体假设和原型假设。语料选自中国英语学习者语料库的两个子语料库即ST5(低年级学习者)和ST6(高年级学习者)。语法测试的受试为湖南大学学生,低年级与高年级英语专业学习者各30人。数据结果借助SPSS 19.0软件分析,研究发现:(1)英语进行体的产出跟情状体联系紧密。语料库研究结果发现:对于英语专业低年级与高年级学生,情状体类型在语料库中的频率呈现明显的层级结构:活动动词>完结动词>达成动词>状态动词,这与情状体假设的预测相符。(2)通过分析语法测试结果得知情状体同样影响中国学习者对英语进行体的理解。英语专业低年级组跟高年级组对进行体的意义接受度都有显著的层级结构:活动动词>达成动词>状态动词。同样也支持情状体假说。特定状语也影响学习者对于进行体意义的理解。高年级学习者的语法测试结果完全符合原型假设的预测:进行意义>惯常意义/将来意义>状态进行意义。但低年级组的接受度层级为:进行意义>将来意义>惯常意义/状态进行意义,这与原型假设的预测有偏差。(3)英语水平对进行体习得有影响,但不显著。
English language learning has always been the focus of research in the field of language acquisition. This article explores the Chinese learners’ body mark-ing acquisition of English, and studies the influence of the body on learning experience, the test of the body hypothesis and the prototype hypothesis. The corpus is selected from the two sub-corpora of STL (ST5 (lower grade learner) and ST6 (upper grade learner)). Grammar test for the Hunan University students, junior and senior English majors 30 each. Data analysis with SPSS 19.0 software analysis, the study found that: (1) English output of the body with the body closely linked. The results of corpus research show that the frequency of the body type in the corpus is obviously hierarchical for English majors in lower grades and seniors: active verbs> ending verbs> reaching verbs> state verbs, which is in line with the predictions of the body hypotheses. (2) By analyzing the result of grammar test, it can be concluded that the affective body also affects Chinese learners’ understanding of English body. There is a significant hierarchical structure in both the English major group and the senior grade group for accepting body meaning: active verb> verbal verb> verbal verb. The same is true of the body hypothesis. Specific adverbs also affect learners’ understanding of meaning. Grammatical test results for upperclassmen are fully in line with the predictions of the prototype hypothesis: Making meaning> customary meaning / future meaning> State makes sense. However, the acceptance level of the lower grades group is: Significance> Future significance> Common sense / status, which is different from the prediction of the prototype hypothesis. (3) English has an impact on learning, but not significant.