【摘要】：在傳統(tǒng)語(yǔ)法下,英語(yǔ)冠詞作為一類(lèi)功能詞長(zhǎng)期受到忽視;但在喬姆斯基最簡(jiǎn)方案框架下,冠詞被賦予了功能語(yǔ)類(lèi)這一新的地位,并因此受到廣泛關(guān)注。以往對(duì)英語(yǔ)冠詞的習(xí)得研究主要從冠詞語(yǔ)義特征、音韻遷移、形態(tài)分布、句法系統(tǒng)等角度展開(kāi),很少有從界面角度探討二語(yǔ)習(xí)得者的冠詞習(xí)得情況。本文立足于接口假說(shuō),從句法和語(yǔ)用視角,探討中國(guó)英語(yǔ)學(xué)習(xí)者的冠詞習(xí)得情況,并進(jìn)一步討論中國(guó)學(xué)生對(duì)冠詞習(xí)得的困難是源于句法還是句法語(yǔ)用接口。本研究對(duì)三組處于不同水平的中國(guó)英語(yǔ)學(xué)習(xí)者共135人進(jìn)行了研究,經(jīng)過(guò)無(wú)效問(wèn)卷篩選和牛津快速分級(jí)測(cè)試,總計(jì)90名受試的問(wèn)卷進(jìn)入最終數(shù)據(jù)分析;另外有5名英語(yǔ)為母語(yǔ)的本族語(yǔ)者作為對(duì)照組。本研究采用的強(qiáng)制提取任務(wù)是由埃塞克斯大學(xué)二語(yǔ)習(xí)得研究小組設(shè)計(jì),由Neal Snape博士提供的。它是專(zhuān)門(mén)用來(lái)研究二語(yǔ)習(xí)得者英語(yǔ)冠詞習(xí)得情況的一項(xiàng)任務(wù)。從實(shí)驗(yàn)中獲取的數(shù)據(jù)運(yùn)用SPSS軟件進(jìn)行了描述統(tǒng)計(jì)并結(jié)合理論進(jìn)行了相關(guān)分析。研究結(jié)果表明,中國(guó)英語(yǔ)學(xué)習(xí)者尚未完全習(xí)得英語(yǔ)冠詞。但隨著學(xué)習(xí)者英語(yǔ)整體水平的提升,他們對(duì)冠詞的準(zhǔn)確使用率也會(huì)隨之提高;其次,中國(guó)英語(yǔ)學(xué)習(xí)者的冠詞習(xí)得受不同語(yǔ)用語(yǔ)境的影響。對(duì)于定冠詞的習(xí)得,學(xué)習(xí)者在回指語(yǔ)境中表現(xiàn)最好,其次是百科全書(shū)和大語(yǔ)境;而對(duì)不定冠詞的習(xí)得,中國(guó)英語(yǔ)學(xué)習(xí)者在特指語(yǔ)境下的冠詞使用遠(yuǎn)不及其在非特指語(yǔ)境下的使用。中國(guó)英語(yǔ)學(xué)習(xí)者尚未掌握句法語(yǔ)用接口的映射規(guī)則,他們的習(xí)得困難在于句法和語(yǔ)用接口而非單純句法;中國(guó)英語(yǔ)學(xué)習(xí)者的中介語(yǔ)語(yǔ)法并沒(méi)有損傷,普遍語(yǔ)法在二語(yǔ)習(xí)得過(guò)程中依然可及。本文進(jìn)一步證明了,接口假說(shuō)對(duì)仍處于二語(yǔ)發(fā)展階段的受試依然有效;中國(guó)英語(yǔ)學(xué)習(xí)者在冠詞習(xí)得過(guò)程中的習(xí)得困難及使用錯(cuò)誤,可以從句法和語(yǔ)用接口得以解釋。本文可為國(guó)內(nèi)英語(yǔ)冠詞的教學(xué)提供方法指導(dǎo),為國(guó)內(nèi)接口研究做出一定的貢獻(xiàn)。
[Abstract]:In traditional grammar, English articles have been neglected as a kind of functional words for a long time. However, under the framework of Chomsky's minimalist scheme, the article has been given a new status of functional category, which has attracted wide attention. In the past, the acquisition of English articles was mainly carried out from the aspects of semantic features of articles, phonological transfer, morphological distribution, syntactic system and so on. Based on the interface hypothesis, this paper explores the acquisition of articles by Chinese EFL learners from the perspective of syntax and pragmatics, and further discusses whether the difficulties of Chinese EFL learners in the acquisition of articles arise from syntactic or syntactic pragmatic interfaces. In this study, 135 Chinese EFL learners of different levels were studied. Through the screening of invalid questionnaires and the Oxford Fast grading Test, a total of 90 Chinese EFL learners entered the final data analysis. Another 5 native English speakers served as the control group. The compulsory extraction task was designed by the second language acquisition team of the University of Essex and provided by Dr Neal Snape. It is a special task to study the acquisition of English articles by second language learners. The data obtained from the experiment are described and analyzed by SPSS software. The results show that Chinese EFL learners have not fully acquired English articles. However, with the improvement of learners' overall English proficiency, their accurate usage rate of articles will also increase. Secondly, Chinese EFL learners' acquisition of articles is influenced by different pragmatic contexts. For the acquisition of definite articles, learners perform best in anaphora context, followed by encyclopedia and macrocontext, while in the acquisition of indefinite articles, Chinese EFL learners' use of articles in specific context is much less than that in non-specific context. Chinese EFL learners have not yet mastered the mapping rules of syntactic and pragmatic interfaces. Their acquisition difficulties lie in syntactic and pragmatic interfaces rather than simple syntax. Universal grammar is still within reach in second language acquisition. This paper further proves that the interface hypothesis is still valid for the subjects who are still in the stage of second language development, and that the acquisition difficulties and errors in the acquisition of articles by Chinese EFL learners can be explained by syntactic and pragmatic interfaces. This paper can provide guidance for the teaching of English articles in China and contribute to the study of domestic interfaces.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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