中國(guó)英語學(xué)習(xí)者的語言產(chǎn)出中普遍存在非目標(biāo)語形式的對(duì)錯(cuò)交替和反復(fù)不定。語言學(xué)家最近指出,學(xué)習(xí)者所面臨的挑戰(zhàn)來自于語言習(xí)得過程中與接口有關(guān)的各種知識(shí)。本研究試圖繼續(xù)從接口角度出發(fā),考察中國(guó)英語學(xué)習(xí)者在習(xí)得冠詞過程中面臨的困難的成因。本研究采用誘導(dǎo)產(chǎn)出任務(wù)和強(qiáng)制選擇任務(wù),以三組處于不同英語水平的82名中國(guó)英語學(xué)習(xí)者為研究對(duì)象,考察了冠詞句法語義接口和句法語用接口知識(shí)的習(xí)得難度。兩個(gè)任務(wù)得到的數(shù)據(jù)依照句法語義接口的冠詞類指用法,以及句法語用接口中各語用語境的冠詞選擇進(jìn)行了獨(dú)立分析。本研究結(jié)果表明:(1)由于受母語的影響,低水平英語學(xué)習(xí)者未能完全掌握冠詞的句法語義接口知識(shí),但該接口的冠詞類指用法最終能被中、高水平學(xué)習(xí)者習(xí)得。(2)然而對(duì)于冠詞的句法語用接口,即使是高水平英語學(xué)習(xí)者,也難以完全掌握該接口知識(shí)。本研究指出了某些潛在因素似乎影響學(xué)習(xí)者的冠詞選擇,如英語學(xué)習(xí)者的語言能力、母語的影響、學(xué)習(xí)者的加工策略以及接口知識(shí)的習(xí)得。研究發(fā)現(xiàn),句法語義接口的習(xí)得難度受母語遷移影響,而句法語用接口受認(rèn)知加工的影響。本研究的實(shí)驗(yàn)結(jié)果指出了用實(shí)證研究探索接口假說視角下英語冠詞習(xí)得的重要性,且對(duì)英語冠詞的課堂教...

【文章頁數(shù)】：104 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Aims and significance of the study
    1.3 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 English articles
        2.1.1 Properties of English articles
        2.1.2 Types of English article errors
        2.1.3 Studies of English article acquisition
    2.2 Interface Hypothesis
        2.2.1 Proposal and classification of IH
        2.2.2 Syntax-semantics interface of English articles
        2.2.3 Syntax-pragmatics interface of English articles
        2.2.4 Previous studies from the perspective of IH
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 Research participants
    3.3 Data collection instruments
        3.3.1 Elicited production task
        3.3.2 Forced-choice elicitation task
    3.4 Pilot study
    3.5 Main study
        3.5.1 Data collection
        3.5.2 Data analysis
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Performances of different proficiency learners at the syntax-semantics interface
        4.1.1 Comparison of the three groups’performances in the EPT
        4.1.2 Interpretations of different groups’performances in expressing genericswith English articles
    4.2 Performances of different proficiency learners at the syntax-pragmaticsinterface
        4.2.1 Comparison of the three groups’performances in the FCET
        4.2.2 Interpretations of different groups’performances in selecting Englisharticles among pragmatic contexts
CHAPTER FIVE CONCLUSION
    5.1 Major findings
    5.2 Implications
    5.3 Limitations and directions for further research
REFERENCES
APPENDIX A
APPENDIX B
APPENDIX C



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