非英语专业大学生对英语双及物构式的二语习得

论文摘要

本学位论文以Goldberg的构式语法为理论依据,考察了非英语专业大学生对英语双及物构式的二语习得。具体说来,本学位论文主要分析了动词类别,学习者母语的两类因素对学习者的影响。本研究的理论意义在于通过探讨英语作为外语的中国学习者对英语双及物构式的二语习得,从Goldberg的构式语法角度拓展我们对英语双及物结构的认识,其实践意义在于提高英语作为外语的中国学习者对英语双及物构式的学习。本学位论文研究涉及两个问题:(1)非英语专业的中国学习者如何习得英语双及物结构?(2)学习者的母语对他们习得英语双及物结构式否有影响?针对上述两个问题,作者采用了从构式语法视角进行详细的跨语分析(Zhang,J.2007)来进行研究。通过研究发现,汉语双及物动词的典型结构是动词前给/把/将结构。该分析以具体的动词类别为基础,提出了典型结构假设。作者采用翻译测试的形式来搜集相关信息,以此来研究英语双及物构式的习得以及验证典型结构假设。74位中国大学生被挑选参与了此测试。测验结果显示:在翻译结果中受试者对研究的动词都倾向于选择介词与格,从而验证了上述的典型结构假设,由此表明对那些已经在母语中内化的知识再次内化在学习者的二语语法中得到强化。另一方面,本研究发现,受试者对双及物结构的习得受母语迁移以及泛化的影响,并且低年级的受试者或者说英语水平较低的受试者越容易受母语迁移的影响。最后,作者讨论了本研究在英语教学中的现实意义,以及本研究的局限性和不足之处,另外对今后此问题的进一步研究也提出了一些建议。

论文目录

• Acknowledgments
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Definitions of the Ditransitive Construction
• 1.2 Rationale for the Study
• 1.2.1 Improving L2 teaching and learning of English dative alternation
• 1.2.2 The rationale for studying the ditransitive construction
• 1.3 Research Questions
• 1.4 The Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Introduction
• 2.2 The Weakness and Inadequacy of the Previous Researches
• 2.2.1 The structural approach and its problems
• 2.2.2 Transformational approach and its Problems
• 2.2.3 The cognitive approach and its problems
• 2.2.4 Summary
• 2.3 Construction Grammar of Goldberg
• 2.3.1 General description of constructions and Construction Grammar（CG）
• 2.3.2 Polysemy of the ditransitive construction
• 2.3.3 Partial productivity of the ditransitive construction
• 2.3.4 Semantic constraints and metaphorical extensions of the ditransitives
• Chapter 3 Cross-linguistic Comparisons and Canonical Construction Hypothesis
• 3.1 Introduction
• 3.2 The Canonical Construction of Chinese Di-transitive Verbs
• 3.3 Ditransitive constructions in English and Chinese
• 3.3.1 Tell-class and Throw-class
• 3.3.2 Push-class and Whisper-class Verbs
• 3.3.3 Show-class and Donate-class
• 3.3.4 Draw-class and Fix-class for-datives
• 3.4 The Canonical Construction Hypothesis
• Chapter 4 The Empirical Study
• 4.1 Research Design
• 4.2 Subjects
• 4.3 Instrumentation
• 4.4 Procedure
• 4.5 Data Preparation and Analysis
• 4.5.1 Data Preparation
• 4.5.2 Norms of the Analysis
• Chapter 5 Results
• 5.1 Introduction
• 5.2 Results of the 17 Non-English Major Sophomores Group
• 5.2.1 Results from the First Translations
• 5.2.2 Results from the Second Translations
• 5.3 Results of the Non-English Major Juniors Group
• 5.3.1 Results from the First Translations
• 5.3.2 Results from the Second Translations
• 5.4 Results of the Majority Group
• 5.4.1 Results from the First Translations
• 5.4.2 Results from the Second Translations
• 5.5 Results of the 2-Translation Group
• Chapter 6 Discussion
• 6.1 The Canonical Construction Hypothesis
• 6.2 L1 Transfer
• 6.3 The Role of English Proficiency
• 6.4 Overgeneralization
• Chapter 7 Conclusions,Implications and Suggestions
• 7.1 Conclusions
• 7.2 Implications
• 7.3 Limitations and Suggestions for further research
• BIBLIOGRAPHY
• APPENDIX
• Papers published during 2005-2008