以汉语为母语的英语学习者习得英语进行体标记的优选论解释

论文摘要

本研究在优选论理论框架下探讨以汉语为母语的英语学习者如何习得英语进行体。本文认为，进行体的二语习得是学习者将相互冲突的语义、句法形态和语篇限制映射到同一种体态形式的过程。本研究的目的就在于通过分析这些限制条件的相互作用以及对第二语言时体形态，特别是进行体形态习得的影响，以期能为第二语言时体系统的发展提供一个统一的解释框架。 本研究确定了三个优选论限制条件：NOCOER，IDENT(TF)以及MARKT，分别对应时体标记的语义，语篇和形态句法限制。这三种限制条件在英语中的排列次序为Ident(TF)＞＞MarkT＞＞NoCoer，其中语篇对时体形态的要求处于限制等级最高位置。而根据优选论[M＞＞F]假说，我们假设中介语时体系统中最高的限制条件则为动词内在时间语义特征。同时，我们假定，随着学习者二语水平的提高，学习者逐渐认识到体态形式在标记语篇前／背景中的角色，语义限制逐渐降低。 为了在优选论框架下检验这些假说的合理性，本研究提出了五个具体的研究假设，并设计了三个研究工具来验证这些假设。这三个研究工具分别是可接受性判断任务，电影片断重述任务和体态句解释任务。共有90名分属不同水平组的英语学习者以及16个英语本族语人士作为对照组参加了本项研究。 本研究结果证实了第二语言时体习得过程中限制条件的重新排列。研究结果表明，在学习英语时体系统时，二语学习者首先受动词内在时间特征的影响，表现出较强的体态形式与情状类型之间的自然匹配，如进行体与活动体动词、完整体(perfective)与达成体动词的匹配。到二语发展的高级阶段，其时体系统主要受语篇前／背景地位的支配。另外，我们同时观察到，当一语和二语的情状体—语法体匹配不一致时，如英汉语进行体标记状态动词和达成动词，时体形态的发展会受到阻碍。这些研究发现从实证的角度证明了优选论在解释二语时体习得，特别是进行体习得的有效性。 本研究对二语时体习得的贡献在于它提供了一个统一的框架，来解释进行体和完整体的早期出现和后期发展，并把形式—意义匹配和形式—功能匹配置

论文目录

• Declaration
• Acknowledgements
• Abstract
• 中文摘要
• Table of Figures
• List of Tables
• List of Abbreviations
• Chapter 1 Introduction
• 1.1 Research Orientation
• 1.2 English Progressive Aspect: The Target of Research
• 1.3 Rationale
• 1.3.1 Decomposing the Learning Task of the English Progressive Aspect
• 1.3.2 Previous Studies and Their Inadequacies
• 1.4 Key Research Questions
• 1.5 Structure of the Dissertation
• Chapter 2 In Search of a Unified Theoretical Account for L2 Progressive Aspect Acquisition
• 2.1 Previous Studies on L2 Aspect Acquisition: Empirical Findings and Theoretical Explanations
• 2.1.1 Form-meaning Mapping of L2 Tense-aspect Acquisition: Aspect Hypothesis
• 2.1.2 Form-function Mapping of L2 Tense-aspect Marking: Discourse Hypothesis
• 2.1.3 Narrative Structure and Lexical Aaspect: Conspiring Factors?
• 2.2 Theoretical Accounts of Form-meaning Mapping in Tense-aspect Acquisition
• 2.2.1 Language Bioprogram Hypothesis and Basic Child Grammar
• 2.2.2 Prototype Account and Distributional Bias Argument
• 2.2.3 Connectionist Account
• 2.3 Problems Existing in the Tense-aspect Acquisition Studies
• 2.4 Optimality Theory as a Unified Framework
• 2.5 Summary
• Chapter 3 Constraints on the Progressive Aspect Marking in English and Chinese
• 3.1 Aspect and Other Related Notions
• 3.1.1 Aspect
• 3.1.2 Grammatical Aspect
• 3.1.3 Lexical Aspect
• 3.1.4 Technical Issues Related with Lexical Aspect
• 3.2. Interaction of Grammatical and Lexical Aspects
• 3.3 Semantic Constraints on Progressive Marking: The Form-meaning Mapping
• 3.3.1 The Formal Approach
• 3.3.2 The Functional Approach
• 3.3.3 The PROG Operator
• 3.4 Discourse Constraints of Progressive Aspect Marking: The Form-Function Mapping
• 3.5 Cross-linguistic Analysis of the Progressive Aspect in Chinese and English
• 3.6 Summary
• Chapter 4 An OT Analysis of the Constraints on the Progressive and their Interaction
• 4.1 Optimality Theory
• 4.1.1 Basic Tenets of OT
• 4.1.2 Conventional Notations
• 4.1.3 Faithfulness and Markedness Constraints
• 4.1.4 OT Account of Language Acquisition
• 4.2 Conflicting Constraints on the Progressive Aspect Marking
• 4.2.1 Transitivity Hypothesis （TH）
• 4.2.2 Discourse Representation Theory （DRT） and Aspect Coercion
• 4.3 An OT Analysis of the Constraints on Aspect Marking and Their Ranking
• 4.3.1. Typology of Constraints on Aspect Marking in English
• 4.3.2 Constraint Ranking of Aspect Marking in English
• 4.3.3 Testing the Ranking of Constraints on Aspect Marking
• 4.4 Summary
• Chapter 5 L2 Acquisition of the Progressive Aspect: Towards an OT Account
• 5.1 An OT Account of L2 Tense-aspect Acquisition
• 5.1.1 Initial Ranking of Constraints on Tense-aspect marking
• 5.1.2 Learning Algorithms in OT
• 5.2 Hypotheses on L2 Acquisition of English Tense-aspect System by Chinese EFL Learners
• 5.2.1 Hypothesis on Aspect Coercion
• 5.2.2 Hypotheses on Constraint Reranking
• 5.2.3 Hypotheses on Cross-linguistic Constraints
• 5.3 Variables Involved in Hypothesis Testing
• 5.3.1 L2-English Proficiency Level
• 5.3.2 NOCOER Constraint
• 5.3.3 IDENT（TF） Constranint
• 5.3.4 Tense-aspect Marking
• 5.4 Summary
• Chapter 6 Research Design, Instrumentation, Data Collection and Data Analysis
• 6.1 Research Design
• 6.2 Participants
• 6.3 Instrumentation
• 6.3.1 Acceptability Judgment Test （AJT）
• 6.3.2 Aspect Sentence Interpretation Task （ASIT）
• 6.3.3 Movie Clip Retell Task （MCRT）
• 6.3.4 Summary of Test Instruments
• 6.4 Data Collection
• 6.4.1 Time and Venue
• 6.4.2 Task Sequence
• 6.5 Data Scoring and Coding
• 6.5.1 Scoring of ASIT Data
• 6.5.2 Scoring of AJT Data
• 6.5.3 Coding and Scoring MCRT Data
• 6.6 Data Analysis
• 6.7 Summary
• Chapter 7 Results for Research Hypotheses Testing
• 7.1 Results for Hypothesis 1
• 7.1.1 Testing Hypotheses 1 through Movie Clip Retell Test （MCRT） Data
• 7.1.2 Testing Hypothesis 1 through Aspect Sentence Interpretation Task （ASIT）
• 7.1.3 Testing Hypothesis 1 through Acceptability Judgment Task （AJT）
• 7.2 Testing Hypothesis 2
• 7.2.1 Testing Hypothesis 2 through Movie Clip Retell Task （MCRT）
• 7.2.2 Testing Hypothesis 2 through Aspect Sentence Interpretation Task （ASIT）
• 7.2.3 Testing Hypothesis 2 through Acceptability Judgment Task （AJT）
• 7.3 Testing Hypothesis 3
• 7.3.1 Testing Hypothesis 3 through Movie Clip Retell Task （MCRT）
• 7.3.2 Testing Hypothesis 3 through Aspect Sentence Interpretation Task （ASIT）
• 7.4 Testing Hypothesis 4
• 7.4.1 Testing Hypothesis 4 through Acceptability Judgment Task （AJT）
• 7.4.2 Testing Hypothesis 4 through Movie Clip Retell Task （MCRT）
• 7.5 Testing Hypothesis 5
• 7.5.1 Testing Hypothesis 5 through Acceptability Judgment Task （AJT）
• 7.5.2 Testing Hypothesis 5 through Movie Clip Retell Task （MCRT）
• 7.5.3 Testing Hypothesis 5 through Aspect Sentence Interpretation Task （ASIT）
• 7.6 Summary
• Chapter 8 General Discussion
• 8.1 Developmental Route of English Tense-aspect Acquisition by Chinese EFL Learners
• 8.1.1 A Summary of Major Findings
• 8.1.2 Characterizing L2 Acquisition of the English Aspect Markers by Chinese EFL Learners
• 8.2 Implications of OT for the Developmental Route of L2 Tense-Aspect Forms
• 8.2.1 An OT Account of the Initial State
• 8.2.2 The Triggering Factor in Tense-aspect Acquisition
• 8.2.3 The Spread from Prototypical to Non-prototypical Situation-Aspect Mappings
• 8.2.4 The Role of Statives in Progressive Aspect Marking
• 8.3 The Explanatory Power of OT for L2 Aspect Acquisition
• 8.3.1 Temporal Semantics and Discourse Grounding, Two Conspiring Forces?
• 8.3.2 Nativism or Connectionism
• 8.4 Summary
• Chapter 9 Conclusions, Implications, Limitations and Suggestions for Future Research
• 9.1 Conclusions
• 9.2 Implications
• 9.2.1 Implications for SLA Theory
• 9.2.2 Implications for L2 Tense-aspect Instruction
• 9.3 Limitations
• 9.4 Suggestions for Further Research
• References
• Appendix Ⅰ Progressive Aspect Acceptability Judgment Task （AJT）
• Appendix Ⅱ Aspect Sentence Interpretation Task （ASIT）
• Appendix Ⅳ Descriptive Statistic Data for the Figures