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参照物范畴化对中国学习者英语空间介词in使用的影响 = The influence of the categorization of reference objects on the use of the English spatial preposition in by Chinese learners. / XU Qingli;LIU Zhenqian;CAI Jinting.
// Foreign language teaching and research. 2014, Vol. 46, No.5.
// 外语教学与研究 2014, 第46卷.第5期 2014.723-734 p. The paper presents an empirical study of the influence of the categorization of reference objects on the use of the English spatial preposition in by Chinese learners.The results show that compared with prototypicality of reference objects,cross-linguistic similarities and dissimilarities in the structure of category between Chinese and English have more influence on the use of in.When one Chinese-specific spatial category is divided into several categories in English and is partially similar to them,negative transfer is more likely to occur.The prototype effect works on the condition that there are cross-linguistic dissimilarities and learners are proficient enough in English to overcome the negative transfer of cross-linguistic dissimilarities.In this case,the more prototypical the reference object is,the more likely inis to be used.By investigating the mapping between learners construal of spatial representation of nouns and use of spatial prepositions,thestudy provides new evidence for Conceptual Transfer Hypothesis,indicating the constraint on transfer from the nouns collocating with the spatial prepositions.
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特征组装视角的英语冠词习得研究. /c刘艾娟, 戴曼纯, 李芝.
// Foreign language teaching and research. 2013, Vol. 45, No.3.
// 外语教学与研究 2013, 第45卷.第3期 2013.tr. 385-397. Adopting generative grammar as its theoretical framework, this paper explores the possible factors affecting Chinese EFL learners’ acquisition of English articles. 97 learners with the onset age of 12 or after were divided into three groups according to their language proficiency. The participants were tested on the use of English articles in four different tasks. The results show that their accuracy in using articles increases with their proficiency level and that the indefinite article and the zero article form seem to be more difficult to acquire than the definite article. It is argued that the complexity of feature reassembly constrains EFL learners’ acquisition of English articles as it affects the mapping between abstract syntactic knowledge and surface morphological forms. Thus the study supports the syntax-morphology mapping theory with fresh evidence.
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