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中国初级学习者英语照应语习得研究. /c吴明军, 王同顺 .
// Foreign language teaching and research. 2013, Vol. 45, No.2.
// 外语教学与研究 2013, 第45卷.第2期 2013.tr. 253-263. This paper reports on an experimental study investigating how English reflexives were acquired by 60 year-8 and year-9 Chinese EFL learners. They began to acquire the reflexives as soon as they were exposed to positive evidence of them. The year-9 group acquired local object binding faster than long-distance subject binding in the mono-clausal sentences. It also fared significantly better than the year-8 group in observing the locality requirement in mono-clausal, finite bi-clausal and nonfinite bi-clausal sentences. When identifying correct antecedents for English reflexives, both groups perform significantly better dealing with nonfinite bi-clausal sentences than dealing with finite bi-clausal sentences. The way they acquired English reflexives differed sharply from the way intermediate and advanced learners acquired them. It is suggested that at the initial stage of the acquisition of the English reflexives, not only do pre-intermediate learners rely on positive evidence and first-language transfer, but they also rely strongly on discourse- level information.
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中国英语专业学生英语议论文句法复杂性研究. /c徐晓燕, 王维民, 熊燕宇, et. al.
// Foreign language teaching and research. 2013, Vol. 45, No.2.
// 外语教学与研究 2013, 第45卷.第2期 2013.tr. 264-275. This paper reports the differences in syntactic complexity between essays written by Chinese students of English and by native English speakers. “Syntactic complexity” includes the length of T units (W/T) and clauses (W/C), embeddedness - the ratios of clauses to T units CC/T) and 1 of dependent clauses to clauses (DC/C), and syntactic structures covering independent and dependent clauses, passives and reduced structures. The results reveal that the length and embeddedness indexes increase in line with their English proficiency. Compared with native speakers, the length indexes demonstrated by the Chinese students are significantly lower and the embeddedness indexes show a similar tendency in most cases. The use of adverbial, object and complement clauses shows an insignificant decline as the Chinese students go from their first year to later years, while the number of simple sentences shows a significant drop in year 4 and among better student writers, but is significantly higher than that of native speakers. There is a significant rise in the use of passives and reduced structures in the high-score group, but it is significantly lower than that of the native speakers.
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二语熟练度和语言间句法结构相似性对中国学习者英语被动句加工过程的影响. /c常欣, 王沛 .
// Foreign language teaching and research. 2013, Vol. 45, No.2.
// 外语教学与研究 2013, 第45卷.第2期 2013.tr. 241-252. With 40 Chinese university students of intermediate and high proficiency as subjects, this study investigates the effects of second language proficiency and L1-L2 syntactic structure similarity on the processing of English passives by Chinese EFL learners. Focusing on literally translated passive sentences with similar syntactic constructions and freely translated passive sentences with different syntactic constructions as data, it compares the behavioral and ERP (event-related potential) patterns of data from the two types of subjects under four conditions. The results indicate: 1) Reaction time of the subjects with high proficiency is faster and their accuracy rate higher than those of the intermediate subjects, indicating that the degree and level of English passive sentence processing can be predicted on the basis of proficiency; 2) The subjects with high proficiency deal with syntactic and double anomalies in a similar way, with P600 being observed? the subjects of intermediate proficiency deal with semantic and double anomalies in a similar way, with N400 being observed; 3) There are fundamental differences between the two types of subjects in processing passive sentences, with the intermediate subjects focusing on semantic information and the high proficient subjects on syntactic information; 4) Behavioral patterns of data support syntactic accessibility between languages - reaction time and accuracy rate in the syntactic structures of high accessibility (literally translated sentences) being faster and higher than those of syntactic structures of low accessibility (freely translated sentences), which is observed more clearly in the intermediate subjects.
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