【摘要】：空語(yǔ)類(lèi)是指具有某些句法和語(yǔ)義功能,但沒(méi)有實(shí)際語(yǔ)音表現(xiàn)的語(yǔ)言成分(徐烈炯,1994),這是二語(yǔ)習(xí)得研究中一個(gè)重要的語(yǔ)言現(xiàn)象。英語(yǔ)屬于主語(yǔ)突出的語(yǔ)言,受到主謂一致和時(shí)態(tài)特征等影響,在句法結(jié)構(gòu)中不允許空主語(yǔ)和空賓語(yǔ)的出現(xiàn)。而漢語(yǔ)屬于話題突出的語(yǔ)言,在漢語(yǔ)句子中,有無(wú)主語(yǔ)和賓語(yǔ)都是合語(yǔ)法的(Yuan,1997)。習(xí)失(unlearning)指的是學(xué)習(xí)者通過(guò)對(duì)新語(yǔ)言系統(tǒng)(L2)的學(xué)習(xí),原有語(yǔ)言系統(tǒng)(L1)對(duì)新語(yǔ)言系統(tǒng)的影響逐漸消失的過(guò)程(鄭超,2003)。習(xí)得是指學(xué)習(xí)者對(duì)一語(yǔ)或二語(yǔ)語(yǔ)言能力的獲得,而習(xí)失則是學(xué)習(xí)者在二語(yǔ)習(xí)得過(guò)程中逐漸擺脫一語(yǔ)語(yǔ)法干擾的過(guò)程。本文以普遍語(yǔ)法的原則和參數(shù)理論為框架,采用語(yǔ)法判斷測(cè)試題,考察了高中英語(yǔ)學(xué)習(xí)者在習(xí)失空主語(yǔ)和空賓語(yǔ)參數(shù)方面的情況。本文的測(cè)試題參照戴曼純等(2009)、于善志等(2012)相關(guān)測(cè)試卷并根據(jù)受試水平進(jìn)行調(diào)整編制而成。一共有129名被試參加了測(cè)試,其中高一年43名,高二年42名,高三年44名,將所得數(shù)據(jù)輸入SPSS中,并用單因素方差分析、雙因素方差分析和簡(jiǎn)單效應(yīng)進(jìn)行數(shù)據(jù)統(tǒng)計(jì)。根據(jù)所得數(shù)據(jù)和相關(guān)文獻(xiàn)得出如下結(jié)論:(1)隨著英語(yǔ)學(xué)習(xí)能力和英語(yǔ)水平的提高,高中學(xué)習(xí)者拒絕英語(yǔ)空主語(yǔ)和空賓語(yǔ)的正確率也隨之提高,習(xí)失空主語(yǔ)和空賓語(yǔ)的情況越好。(2)高中學(xué)習(xí)者對(duì)英語(yǔ)空主語(yǔ)和空賓語(yǔ)的習(xí)失具有顯著的不對(duì)稱(chēng)性,相對(duì)于英語(yǔ)空賓語(yǔ),學(xué)習(xí)者更易習(xí)失英語(yǔ)空主語(yǔ)。(3)高中學(xué)習(xí)者對(duì)主句和從句中的空主語(yǔ)和空賓語(yǔ)的習(xí)失具有不對(duì)稱(chēng)性,相對(duì)于從句中的空成分,學(xué)習(xí)者更易習(xí)失主句中的空成分。(4)相對(duì)于英語(yǔ)空虛主語(yǔ)it,高中學(xué)習(xí)者更易拒絕空所指主語(yǔ),同時(shí),虛主語(yǔ)it和所指性主語(yǔ)的習(xí)得具有相關(guān)性。據(jù)以上結(jié)論,本研究提出英語(yǔ)教師在教學(xué)方法的選擇上應(yīng)以教學(xué)內(nèi)容和學(xué)生水平為依據(jù);在教學(xué)過(guò)程中要加強(qiáng)英漢兩種語(yǔ)言差異的對(duì)比;在教學(xué)內(nèi)容上加強(qiáng)學(xué)生對(duì)英語(yǔ)從句的理解和學(xué)習(xí),同時(shí)要關(guān)注虛主語(yǔ)和其它觸發(fā)性材料的輸入,并在適當(dāng)?shù)臅r(shí)候提供相應(yīng)的反面證據(jù)幫助學(xué)生重設(shè)母語(yǔ)參數(shù)。
[Abstract]:Empty language category refers to language elements which have some syntactic and semantic functions but have no actual phonetic expression (Xu Lijiong, 1994), which is an important linguistic phenomenon in the study of second language acquisition. English is a prominent subject language, which is influenced by subject-predicate consistency and tenses, so empty subject and empty object are not allowed in syntactic structure. But Chinese belongs to the topic prominent language, in the Chinese sentence, whether the subject and the object both are syntactic (Yuan,1997). (unlearning) refers to the process in which the influence of the original language system (L1) on the new language system gradually disappears (Zheng Chao, 2003) through the learning of the new language system (L2). Acquisition refers to the acquisition of a language or a second language competence by a learner, while habituation is a process in which a learner gradually gets rid of the grammatical interference of a language in the process of second language acquisition. Based on the principle of universal grammar and the theory of parameters, this paper, using the grammar judgment test, examines the situation of senior English learners in terms of the parameters of empty subjects and empty objects. According to Dai Manchun et al. (2009), Yu Shanzhi et al. (2012) and adjusted according to the test level. A total of 129 subjects took part in the test, including 43 in Senior one, 42 in Senior two and 44 in Senior three. The data were entered into SPSS and analyzed by univariate ANOVA, double-factor ANOVA and simple effect. According to the obtained data and relevant literature, the following conclusions are drawn: (1) with the improvement of English learning ability and English proficiency, the correct rate of high school learners' rejection of empty subjects and empty objects also increases. The better the situation of empty subject and empty object is. (2) High school learners have significant asymmetry in English empty subject and empty object, compared with empty object in English. Learners are more likely to lose their empty subjects. (3) High school learners have asymmetries to the empty subjects and empty objects in the subjects and clauses, compared with the empty elements in the clauses. Learners are more likely to learn the empty elements in the main sentence. (4) compared with the empty subject it, senior high school learners are more likely to reject the empty reference subject and the acquisition of the virtual subject it has a correlation with the acquisition of the signified subject. According to the above conclusions, this study suggests that English teachers' choice of teaching methods should be based on the teaching content and students' level, and that the differences between English and Chinese should be strengthened in the process of teaching. At the same time, we should pay attention to the input of fictitious subject and other trigger materials, and provide relevant negative evidence to help students reset their native language parameters when appropriate.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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