中国学生对英语两种时态习得的现状及时间表达的影响

论文摘要

本文通过两次实验考察中国学生对英语一般过去时和现在完成时的习得状况以及时间表达对中国学生的时态判断和选择的影响。两次实验均采取填空题和汉翻英的形式;前者考察对这两种时态的判断和辨别,后者考察在实际中的应用。分别都选取了水平不同的学习者参与实验,以检测英语水平的高低对于时态使用的影响。两次实验表明,中国学生易把英语一般过去时和现在完成时混淆使用;时间状语的有无、在句中的位置和透明度对中国学生的时态判断和选择的都有很大的影响。水平相对较高的学习者并没有在时态的使用上表现出更大的优势,其水平差异更多体现在词汇的扩展和句法结构的层面上。说明中国学生时态观念淡薄,概念不完整,时态使用不连贯。在对英语时态的学习和认识上,普遍存在一种重视不够和忽视;母语汉语对英语时态的习得的影响颇大。在教学上,要不断地从语言的实际应用中学习和充实时态知识。

论文目录

• Acknowledgements
• Abstract
• 中文摘要
• Chapter 1 Introduction
• 1.0 Introduction
• 1.1 Research motive
• 1.2 Structure of the paper
• 1.3 Summary
• Chapter 2 Literature Review
• 2.0 Introduction
• 2.1 Tense and aspect in English
• 2.1.1 Tense
• 2.1.2 Aspect
• 2.2 The simple past tense
• 2.2.1 The core meaning
• 2.2.2 The concept of ‘backshifting’（Huddleston,1984）
• 2.2.3 Further uses of past tense
• 2.2.4.A ttitudinal past （Quirk et al. 1972: 86）
• 2.2.5.T he notion of ‘factual remoteness’（Huddleston, 1984）
• 2.3 Present perfect aspect
• 2.4 Similarities and differences between the simple past and the persent perfect
• 2.4.1 In terms of definitions
• 2.4.2 In terms of the collocations with time adverbials
• 2.5 Tense and aspect in Chinese
• 2.5.1 Chinese aspect marker “le”
• 2.5.2 The compatibility of “le”with various temporal expressions
• 2.6 The related studies at abroad
• 2.7 The related studies in China
• 2.8 Problems or blanks in the current studies
• 2.9 Summary
• Chapter 3 Experiment 1
• 3.0 Introduction
• 3.1 Research questions
• 3.2 Participants involved in the experiments and the data validity
• 3.2.1 Participants and data
• 3.2.2 The data validity
• 3.3 Question sources and time limitation
• 3.3.1 Questions sources
• 3.3.2 Questions and time limitation
• 3.4 Forms of Experiment 1
• 3.5 Data collection
• 3.6 The data and results for Experiment 1
• 3.7 Summary
• Chapter 4 Experiment 2
• 4.0 Introduction
• 4.1 Research questions
• 4.2 Participants involved in the experiments and the data validity
• 4.2.1 Participants and data
• 4.2.2 The data validity
• 4.3 Question sources and time limitation
• 4.3.1 Questions sources
• 4.3.2 Questions and time limitation
• 4.4 Forms of Experiment 1
• 4.5 Data collection
• 4.6 The data and results for Experiment 1
• 4.7 Summary
• Chapter 5 Analysis
• Chapter 6 Pedagogic Implications
• 6.0 Introduction
• 6.1 Implications from the perspective of the tense knowledge proper
• 6.2 Implications from the perspective of related SLA theories
• 6.2.1 Positive evidence
• 6.2.2 Focused noticing
• 6.3 Summary
• Chapter 7 Conclusion
• 7.0 Introduction
• 7.1 Summary for Experiment 1
• 7.2 Summary for Experiment 2
• 7.3 Teaching Implications
• 7.4 Limitations of the present research
• 7.5 Summary
• Appendix A
• Appendix B
• References