从语言标记性看中国英语学习者英语写作中的时体使用情况

论文摘要

本研究旨在从语言标记性角度考察中国英语学习者的英语时体使用情况。在过去几十年中,应用语言学家们从各种不同的角度对学习者的时体使用进行了广泛的研究,在先前的研究中,情况体和动词突显度是最受研究者关注的两个重要因素,其他因素涉及较少。因此,从不同的角度展开对英语时体使用的研究显得尤为必要。故本研究着重于语言标记性对于中国英语学习者使用英语时体的影响。在综述这一领域内先前研究成果的基础上,本研究提出了四项假设用于实证检验。共有50名大学新生参与了本项研究。作者采用了一系列任务来收集数据:指导性写作、语法测试和调查问卷。研究中对收集到的数据按照标记性程度进行编码,并用T-检验来分析数据,考察学习者使用英语时体是否受到了语言标记性的影响。调查结果表明,英语时体的标记性与学习者的时体使用情况存在着紧密的联系。除了第二项假设中的第一预测之外,其他的假设基本上都得到了研究结果的支持。第二项假设中的第一预测只得到了部分的支持,因为调查结果表明,虽然简单过去时的使用频率高于复合过去时,但作为无标记项的规则过去式使用频率却低于有标记的不规则过去式。最终,作者揭示了本研究在理论研究和教学法方面的重要启发作用,期待有更多的研究者和教学者能更加关注、积极探索英语时体领域。

论文目录

• Acknowledgements
• English Abstract
• Chinese Abstract
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Theories on Tense and Aspect
• 2.1.1 Definitions of tense and aspect
• 2.1.2 The English tense-aspect marking
• 2.1.3 The differences between Chinese and English temporality systems
• 2.2 Empirical Studies on L2 Tense-aspect Acquisition
• 2.2.1 The Aspect Hypothesis and related studies
• 2.2.2 Verb salience and tense-aspect marking
• 2.2.3 L1 transfer and markedness in the acquisition of L2 tense-aspect
• 2.3 A General Review of Markedness Theory
• 2.3.1 An overview
• 2.3.2 Definitions and criteria of markedness
• 2.3.2.1 Definitions
• 2.3.2.2 Criteria to define the degree of markedness
• 2.3.3 Markedness in second language learning
• 2.3.3.1 The Significance of Markedness Theory in SLA
• 2.3.3.2 Markedness, L1 transfer and the prediction of L2 learning difficulty
• 2.3.4 An introduction of Markedness Theory into China
• Chapter Three Methodology
• 3.1 Research Hypotheses
• 3.2 Participants
• 3.3 Instruments and Procedures
• 3.3.1 Instructed writing task
• 3.3.2 Grammaticality task
• 3.3.3 Questionnaire
• 3.4 Data collection
• 3.5 Data coding
• Chapter Four Results and Discussion
• 4.1 Data Analysis and Results
• 4.1.1 Instructed writing task
• 4.1.1.1 Percentage of tense-aspect errors in writing task
• 4.1.1.2 Distribution of regular versus irregular past markings
• 4.1.1.3 Distribution of simple past tense versus compound past tense
• 4.1.2 Grammaticality task
• 4.1.3 Post-writing questionnaire
• 4.2 General Discussion
• 4.2.1 Tense-aspect use and linguistic markedness as a cross-linguistic factor
• 4.2.2 Tense-aspect use and linguistic markedness as an intralingual factor
• 4.2.2.1 Distribution of regular versus irregular past tense and linguistic markedness
• 4.2.2.2 Distribution of simple versus compound past tense and linguistic markedness
• 4.2.3 The Relationship between productive tense-aspect use and receptive knowledge
• 4.2.4 A comparison between learners’beliefs and strategies concerning the employment of grammatical knowledge in English writing
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.2 Theoretical and Pedagogical Implications
• 5.2.1 Theoretical implications
• 5.2.2 Pedagogical implications
• 5.3 Limitations and Recommendations for Further Research
• References
• Appendices
• Appendix A. Writing Task
• Appendix B the Grammaticality Task
• Appendix C The Questionnaire of Learner Factors Regarding the Employment of Grammatical Knowledge in English Writing
• 在校期间的研究成果及发表的学术论文