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中国学生英语句法中的零主语和零宾语研究

作　者: 王月华
导　师: 于善志
学　校: 宁波大学
专　业: 英语语言文学
关键词: 生成语法零主语零宾语不对称性汉语话题结构
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 73次
引　用: 0次
阅　读: 论文下载

内容摘要

通过对108位中国学生进行语法判断测试,并借助SPSS软件进行数据统计和分析,本文在生成语法框架下考察和分析了他们英语句法中零主语和零宾语的分布情况。研究结果显示:中国学生在习失零主语和零宾语方面存在显著差异,他们更容易习失零主语;在主句主语和从句主语,主句宾语和从句宾语之间也存在差异,更易习得主句主语和主句宾语;与所指主语相比,中国学生更易习得虚主语;学习者在学习英语的初级阶段很容易接受含有零主语和零宾语的句子,随着英语水平的提高,他们逐渐意识到英语不允许零主语和零宾语,高级学习者能普遍拒绝零主语表明普遍语法在二语习得中仍然可及,它通过一语间接起作用,同时零主语参数在二语习得中也能够重新设定;另外汉语话题结构在中国学生英语句法中发生迁移,也间接导致了零主语现象,随着学习者英语水平的提高,汉语话题结构的影响逐渐减少。本文提出英语中的一致和时态标注以及英语中虚主语的存在促使中国学生更易习失零主语;对于更易习失主句零主语和主句零宾语,本文从句法复杂性和句法层次两个维度加以解释,主句句法结构简单,句法层次高,受关注度高,所以主句主语和宾语分别较从句主语和宾语易习得;本文还从一语迁移的角度探讨了更易习得虚主语的现象,认为其原因在于一语中不存在虚主语,因而没有来自一语的负迁移;对于汉语话题结构为何会在英语习得中发生迁移本文用子集原则加以解释。英语话题结构与汉语话题结构是子集与父集的关系,一些在汉语中允许的话题结构在英语中是不允许的。由于英语习得中的输入只能告诉学习者哪些情况是允许的,所以学习者很难摆脱汉语话题结构的影响。本文通过探讨中国学生英语习得中零主语和零宾语的习失情况和分布差异,分析产生差异的原因,一方面能够揭示语言学习者的内部语言习得过程;另一方面能够为英语教学提供指导,从而加速学习者的二语习得进程。

全文目录

摘要  4-5
Abstract  5-13
1 Introduction  13-15
  1.1 Research Background  13
  1.2 Research Questions  13-14
  1.3 Organization of the Thesis  14-15
2 Literature Review  15-26
  2.1 Overseas Studies on Null Subjects in L2 Acquisition  15-21
    2.1.1 The Pro-drop Parameter (Null-subject Parameter)  15-17
    2.1.2 The Morphological Uniformity Principle  17
    2.1.3 Discourse-oriented Languages and Sentence-oriented Languages  17-18
    2.1.4 Studies within the Theoretical Framework of the Minimalist Program  18-21
  2.2 Overseas Studies in L1 and L2 Acquisition concerning the Asymmetry of NuSubjects and Null Objects  21-24
    2.2.1 Studies in L1 Acquisition concerning the Asymmetry of Null Subjects and Null Objects  21
    2.2.2 Studies in L2 Acquisition concerning the Asymmetry of Null Subjects and Null Objects  21-24
  2.3 Studies at Home  24-25
  2.4 Summary  25-26
3 Theoretical Background  26-32
  3.1 The Theory of UG  26
  3.2 Access to Universal Grammar in Second Language Acquisition  26-27
  3.3 Differences between English and Chinese  27-30
    3.3.1 From the Perspective of Pro-drop Parameter  27-28
    3.3.2 From the Perspective of Language Typology  28-30
      3.3.2.1 Subject-prominent Languages Vs. Topic-prominent Languages  28-29
      3.3.2.2 Expletive Subjects in English Vs. Null Arguments in Chinese  29-30
  3.4 Summary  30-32
4 Empirical Study  32-49
  4.1 Hypotheses  32-33
  4.2 Subjects  33
  4.3 Tasks  33-34
  4.4 Scoring  34-35
  4.5 Results  35-48
    4.5.1 Difference between Unlearning of Null Subjects and Unlearning of Null Objects  35-36
    4.5.2 Difference among Unlearning of the Five Types  36-40
    4.5.3 Difference among Three Groups of Learners  40-46
    4.5.4 Effect of Topic Construction Transfer on Null Subjects  46-48
  4.6 Summary  48-49
5 Discussion  49-62
  5.1 Explanation for the Asymmetry between Null Subjects and Null Objects  49-55
  5.2 Explanation for the Performance Difference between Matrix Subjects and Embedded Subjects, between Matrix Objects and Embedded Objects  55-56
  5.3 Explanation for the Performance Difference between Expletive Subjects and Referential Subjects  56-57
  5.4 Analysis of Null Subject Sentences Related with Transfer of Chinese Topic Constructions and Explanation for Transfer of Chinese Topic Constructions in L2 English Acquisition  57-60
    5.4.1 Analysis of Null Subject Sentences Related with Transfer of Chinese Topic Constructions  57-59
    5.4.2 Explanation for Transfer of Chinese Topic Constructions in L2 English Acquisition  59-60
  5.5 Summary  60-62
6 Conclusion  62-64
  6.1 Summary of the Study  62-63
  6.2 Pedagogical Suggestions  63
  6.3 Limitations of the Study and Suggestions for Future Research  63-64
References  64-68
Appendix A  68-70
Appendix B  70-72
Appendix C  72-74
Academic Achievements  74-75
Acknowledgements  75

中国学生英语句法中的零主语和零宾语研究

内容摘要

全文目录

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