結構啟動研究主要分為兩類:實驗型和觀察型研究。然而,這兩類研究各有各的問題。實驗型結構啟動研究缺乏生態(tài)效度。為實現(xiàn)實驗控制,該類研究往往采用缺乏真實語境的孤立語句或短語片段作為實驗材料,致使實驗材料與真實語言使用不符,研究結果不一定適用于自然語言使用。觀察型啟動研究則缺乏必要的實驗控制。雖以真實語料為基礎,但該類研究由于缺乏必要的實驗控制,所觀察到的結構重復現(xiàn)象不一定源于結構啟動,不能在結構重復與結構啟動間建立有效的因果關系鏈接。因此,探索一個既能實現(xiàn)實驗控制,又能體現(xiàn)語言自然使用特征的實驗方法迫在眉睫。讀后續(xù)寫便可能是一個兼顧二者的方法:讀后續(xù)寫總在語境中進行,且該任務不論讀、寫部分皆與自然、真實的語言使用相仿,該任務還可對閱讀部分進行改寫以實現(xiàn)語言結構控制。鑒于此,本研究通過讀后續(xù)寫考察結構啟動,聚焦中國學習者英語讀后續(xù)寫中的目標結構產出,具體解決兩個問題:1,中國英語二語學習者的讀后續(xù)寫產出中是否存在結構啟動;2,如果存在結構啟動,二語水平是否影響結構啟動效應,怎樣影響結構啟動效應。為回答上述問題,我們設計實施了如下實驗。實驗受試為159名中國英語學習者,含109名大二學生和50...

【文章頁數(shù)】：65 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research orientation
    1.2 Purpose of the present study
    1.3 Rationale and significance of the present study
    1.4 Overview of the thesis
CHAPTER TWO REVIEW OF RELATED LITERATURE
    2.1 Overview
    2.2 S tructural priming
    2.3 Mechanistic accounts of structural priming effects
        2.3.1 The lexical activation account
        2.3.2 The implicit learning account
        2.3.3 The dual mechanism account
    2.4 The continuation task
    2.5 Second language proficiency and structural priming
CHAPTER THREE THE PRESENT STUDY
    3.1 Overview
    3.2 Research questions
    3.3 Research design
        3.3.1 Participants
        3.3.2 Target Structure
        3.3.3 Materials
        3.3.4 Procedure
        3.3.5 Summary
CHAPTER FOUR DATA ANALYSIS AND RESULTS
    4.1 Overview
    4.2 The participants’ length of written production
    4.3 The analysis of production of relati ve clause on the continuation task and the impact of L2 proficiency on the priming strength
    4.4 The analysis of production of passive structure on the continuation task and the impact of L2 proficiency on the priming strength
    4.5 Summary
CHAPTER FIVE DISCUSSION AND CONCLUSION
    5.1 Overview
    5.2 Main findings of the present study
    5.3 Structural priming in L2 written production on the continuation task
    5.4 L2 proficiency and structural priming on the continuation task
    5.5 Conclusions
    5.6 Im plications and limitations
REFERENCES



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