說話人重復(fù)之前聽到或使用過的句子結(jié)構(gòu)時(shí),這種現(xiàn)象叫做結(jié)構(gòu)啟動(dòng)。對(duì)于結(jié)構(gòu)啟動(dòng)的產(chǎn)生機(jī)理有兩種說法:詞匯激活說和隱性學(xué)習(xí)說。詞匯激活說認(rèn)為結(jié)構(gòu)啟動(dòng)的產(chǎn)生是由于大腦中殘留的詞匯被激活,而隱性學(xué)習(xí)說認(rèn)為結(jié)構(gòu)啟動(dòng)的產(chǎn)生是由于大腦對(duì)語言知識(shí)的隱性習(xí)得。目前兩種學(xué)說都有證據(jù)。前人對(duì)結(jié)構(gòu)啟動(dòng)的研究主要是探究結(jié)構(gòu)啟動(dòng)是否存在以及它的產(chǎn)生機(jī)理,而對(duì)結(jié)構(gòu)啟動(dòng)產(chǎn)生的因素則較少探究。基于前人研究,本研究主要探究結(jié)構(gòu)啟動(dòng)累積效應(yīng)的四個(gè)方面:1.在書面形式下中國英語學(xué)習(xí)者是否存在主被動(dòng)句的結(jié)構(gòu)啟動(dòng)累積效應(yīng);2.書面形式下結(jié)構(gòu)啟動(dòng)累積效應(yīng)是否受到啟動(dòng)句頻率的影響;3.書面形式下英語主被動(dòng)句是否存在結(jié)構(gòu)啟動(dòng)累積效應(yīng)的長期效應(yīng);4.不同水平的中國英語學(xué)習(xí)者是否存在結(jié)構(gòu)啟動(dòng)累積效應(yīng)的不同。研究采用書面圖片描述任務(wù)和句子補(bǔ)全任務(wù),133名分屬兩個(gè)水平的中國英語學(xué)習(xí)者參加了本研究。研究發(fā)現(xiàn):1.只有高水平的中國英語學(xué)習(xí)者產(chǎn)生了結(jié)構(gòu)啟動(dòng)累積效應(yīng),而且只有在偏態(tài)主動(dòng)和偏態(tài)被動(dòng)條件下才產(chǎn)生了效應(yīng),在均等交替條件下并沒有產(chǎn)生結(jié)構(gòu)啟動(dòng)的累積效應(yīng);2.結(jié)構(gòu)啟動(dòng)累積效應(yīng)受到啟動(dòng)句頻率的影響,頻率越高累積效應(yīng)越明顯;3.書面形式下的英語主被動(dòng)... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：73 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Abbreviation
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Structural Priming in the L1 Literature
        2.1.1 Structural Priming
        2.1.2 Cumulative Effect of Structural Priming
        2.1.3 The Residual Activation Account
        2.1.4 The Implicit Learning Account
    2.2 Structural Priming in the L2 Literature
        2.2.1 Studies on Structural Priming Abroad
        2.2.2 Studies on Structural Priming at Home
        2.2.3 Studies on Structural Priming of Active and Passive Sentence
        2.2.4 Studies on the Effects of Frequency in Language Acquisition
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Tenets and Major Constructs of the Usage-based Linguistic Theory
        3.1.1 Tenets of the Usage-based Linguistic Theory
        3.1.2 Major Constructs of Usage-based Linguistic Theory
    3.2 Usage-based Linguistic Theory and Second Language Acquisition
    3.3 Relevance of the Usage-based Linguistic Theory for the Present Study
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Method
        4.2.1 Participants
        4.2.2 Materials
        4.2.3 Procedures
        4.2.4 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Priming Effect on Learners of Different Proficiency Levels
        5.1.2 Effect of Frequency in the Structural Priming
        5.1.3 Priming Effect of the Delayed Test
        5.1.4 Summary
    5.2 Discussion
        5.2.1 The Priming Effects upon Learners of Different English Proficiency
        5.2.2 Impact of Frequency on Cumulative Priming in Written Form
        5.2.3 Long Term Effect of Cumulative Priming in Written Form
        5.2.4 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Theoretical and Pedagogical Implications
    6.3 Limitations and Suggestions for Future Research
References
Appendixes
Acknowledgements
個(gè)人簡歷、在校期間發(fā)表的學(xué)術(shù)論文及研究成果


【參考文獻(xiàn)】：
期刊論文
[1]二語書面產(chǎn)出中結(jié)構(gòu)啟動(dòng)的累積效應(yīng)[J]. 王敏,魏行.  外語教學(xué). 2018(02)
[2]句法啟動(dòng)與二語復(fù)雜結(jié)構(gòu)學(xué)習(xí)[J]. 夏賽輝,汪朋.  現(xiàn)代外語. 2017(01)
[3]二語句法表征中的范疇化:來自結(jié)構(gòu)啟動(dòng)的證據(jù)[J]. 趙晨.  外語教學(xué)與研究. 2014(02)
[4]外語句子口頭產(chǎn)出中的結(jié)構(gòu)啟動(dòng)研究[J]. 孫兵,周盼,蔡歆,廖茹.  西安外國語大學(xué)學(xué)報(bào). 2014(01)
[5]二語交互中的結(jié)構(gòu)啟動(dòng)與二語發(fā)展[J]. 王啟,屈黎娜.  外語教學(xué)與研究. 2012(06)
[6]被動(dòng)結(jié)構(gòu)的跨語言啟動(dòng)及其機(jī)制[J]. 姜琳.  現(xiàn)代外語. 2012(01)
[7]語言水平及任務(wù)類型對(duì)第二語言產(chǎn)出中結(jié)構(gòu)啟動(dòng)的影響[J]. 王敏.  現(xiàn)代外語. 2009(03)

碩士論文
[1]結(jié)構(gòu)啟動(dòng)對(duì)中國英語學(xué)習(xí)者雙賓結(jié)構(gòu)習(xí)得的作用[D]. 黃康.廣東外語外貿(mào)大學(xué) 2014



本文編號(hào)：3467302