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中國學習者英語反身代詞的習得研究 版權信息
- ISBN：9787520301237
- 條形碼：9787520301237 ; 978-7-5203-0123-7
- 裝幀：暫無
- 冊數：暫無
- 重量：暫無
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中國學習者英語反身代詞的習得研究 本書特色
本研究的測量工具是基于故事的真值判斷任務。每個故事由2-5句組成，后面有一個含有反身代詞的句子。故事為受試的判斷提供語境，在他們閱讀故事后，判斷故事和句子是否相符。研究中的40個實驗句，分別考察反身代詞的主語傾向性、局部性和成分統領等三個約束特性，分為五種句型：考察主語傾向性的單子句、考察成分統領的單子句，以及考察局部性的限定性雙子句、非限定性雙子句和含有具象類限定詞短語（PRNP）的單子句。為了克服傳統的紙筆答題的缺點，我們采用E-prime對測試內容進行編程，實驗中的40個故事完全*呈現，受試只需按Y鍵（代表相符）和N鍵（代表不符），即可做出判斷。根據E-prime自動記錄的正確率，研究三組學習者在不同句型及其子類型中反身代詞的約束特性習得。
中國學習者英語反身代詞的習得研究 內容簡介
本書主要探討英語教學中中國學習者能否正確地理解英語的反身代詞。書稿運用“語段理論”和“接口假說”從兩個不同視角對局部性差異進行了合理的解釋。此外，書稿還運用接口假說對很多中國學習者不能習得賓語約束進行了解釋。研究的結果表明，低級組不能區分接口，而中級組和高級組能區分內接口和外接口，發展了接口假說。
中國學習者英語反身代詞的習得研究 目錄
Acknowledgements
摘要
Abstract
Chapter One Introduction
1．1 Introduction
1．2 Referentiality in natural language
1．2．1 Referentiality in human language
1．2．2 Significance of the research on referentiality
1．3 Referential characteristics of reflexives in English and Chinese
1．3．1 Similarities in referential properties
1．3．2 Distinct referential characteristics
1．3．2．1 The difference in locality requirement
1．3．2．2 The difference in orientation
1．3．3 The logical problem with the acquisition of English reflexives
1．4 UG and second language acquisition
1．5 Organization of the dissertation
Chapter Two Theoretical Foundations： The Binding Theory
2．1 Introduction
2．2 Types of determiner phrases
2．3 The standard binding theory
2．3．1 Binding
2．3．2 Principle A of the standard binding theory
2．3．3 Problems with the standard binding theory
2．4 Modified versions of the standard binding theory
2．4．1 Binding Principle A of the parameterized approach
2．4．1．1 Governing Category Parameter and Proper Antecedent Parameter
2．4．1．2 Criticisms of the parameterized approach
2．4．2 Binding Principle A of the LF-movement approach
2．4．2．1 Account of the long-distance binding
2．4．2．2 Predictions for language acquisition
2．4．2．3 Problems with the LF-movement approach
2．4．3 Binding Principle A of the relativized SUBJECT approach
2．4．3．1 Binding Principle A
2．4．3．2 Long-distance effects
2．4．3．3 Subject orientation
2．4．3．4 Predictions for language acquisition
2．4．3．5 Problems with the relativized SUBJECT approach
2．5 The binding theory in the Minimalist Program { MP }
2．5．1 Overview of the MP： Simplicity
2．5．2 The phase theory
2．5．3 Mechanisms of binding in the phase theory
2．5．3．1 Derivational Binding Principle A
2．5．3．2 Binding through q~-feature matching
Chapter Three Previous Empirical Studies on Reflexives
3．1 Introduction
3．2 Studies on child language acquisition of reflexives
3．2．1 L1 research within the framework of the parameterized approach
3．2．1．1 Acquisition of reflexives with the local binding in the NL
3．2．1．2 Acquisition of L1 reflexives with LD binding
3．2．2 Reflexive and pronoun asymmetry
3．2．3 Evidence supporting the relativized SUBJECT approach
3．2．4 Developmental processes
3．3 Studies on second language acquisition of reflexive binding
3．3．1 Studies within the framework of the parameterized approach
3．3．1．1 Finer & Broselow { 1986}
3．3．1 2 Finer {1991}
3．3．1 3 Thomas 11989 and 1991a）
3．3．1 4 Cook {1990}
3．3．1 5 Hirakawa {1990}
3．3．1 6 Eckman （1994}
3．3．1 7 Lakshmanan & Teranishi 11994}
3．3．2 Studies within the LF-movement approach
3．3．2．1 Christie {1992）
3．3．2．2 Thomas （1995}
3．3．2．3 Yip &Tang {1998}
3．3．2．4 Jiang {2009}
3．3．3 Studies within the relativized SUBJECT approach
3．3．3．1 Bennett {1994}
3．3．3．2 MacLaughlin { 1998 }
3．3．3．3 Wells {1998}
3．4 An alternative account of the problematic acquisition： the Interface Hypothesis （IH}
3．5 Summary
Chapter Four Experimental Design and Method
4．1 Introduction
4．2 The mixed RM ANOVA design
4．3 Procedure
4．4 Materials
4．4．1 Sentence Type 1 ： C-command
4．4．2 Sentence Type 2 ： Orientation
4．4．3 Sentence Type 3 ： Locality in the finite condition
4．4．4 Sentence Type 4 ： Locality in the nonfinite condition
4．4．5 Sentence Type 5 ： Locality in the PRNP condition
4．5 Participants
4．6 Research questions
Chapter Five Data and Data Analyses
5．1 Introduction
5．2 Preliminary analysis
5．2．1 The descriptive statistics
5．2．2 The results of the mixed RM ANOVA
5．3 Developmental patterns across binding properties
5．3．1 The low group
5．3．1．1 Aggregate results
5．3．1．2 Individual results
5．3．2 The mid group
5．3．2．1 Group data
5．3．2．2 Individual data
5．3．3 The high group
5．3．3．1 Group results
5．3．3．2 Individual data
5．4 Developmental patterns of binding properties through proficiency levels
5．4．1 C-commanding requirement
5．4．1．1 Aggregated data
5．4．1．2 Individual results
5．4．2 Orientation
5．4．2．1 Aggregated data
5．4．2．2 Individual results
5．4．3 Locality ： The finite condition
5．4．3．I Aggregated results
5．4．3．2 Individual data
5．4．4 Locality： The nonfinite condition
5．4．4．1 Aggregated results
5．4．4．2 Individual data
5．4．5 Locality： The "PRNP condition
5．4．5．1 Aggregated results
5．4．5．2 Individual data
Chapter Six Discussion
6．1 Introduction
6．2 Main Results
6．2．1 Development across binding properties
6．2．2 Development through proficiency
6．3 Crosslinguistic influence
6．3．1 Positive transfer hypothesis
6．3．2 The two-stage transfer： Accounting for the group differences
6．3．3 Combinatory transfer of morphology of reflexives and AGR
6．4 Direct accessibility of Universal Grammar
6．4．1 L2 interlanguage grammars falling within the range sanctioned by UG
6．4．2 Constraints of UG on interlanguage grammars
6．4．2．1 The LF-movement account
6．4．2．2 The parameterized approach
6．4．2．3 The relativized SUBJECT analysis
6．5 Asymmetries in locality： A phase-based approach
6．5．1 Advanced L2 learners
6．5．1．1 Reflexives in the vP Phase
6．5．1．2 The DPphase
6．5．2 Intermediate L2 learners
6．5．3 Low proficiency learners
6．5．3．1 Completeness of the vP phase
6．5．3．2 Head of the phase： vvs．D
6．6 Interface categories involved in Binding Principle A
6．6．1 Acquisition oft-commanding condition： Pure syntax
6．6．2 Acquisition of locality in the nonfinite clause： Syntax-lexicon interface
6．6．3 Acquisition of locality in the PRNP condition： Syntax-semantics interface
6．6．4 Acquisition of the object DP binding： Syntax-discourse interface
Chapter Seven Conclusion
7．1 Introduction
7．2 Developmental patterns of L2 learners' acquisition of reflexives
7．3 Theoretical and empirical implications
7．4 Suggestions for future research
Notes
References
Appendix： Individual results
Abbreviations
摘要
Abstract
Chapter One Introduction
1．1 Introduction
1．2 Referentiality in natural language
1．2．1 Referentiality in human language
1．2．2 Significance of the research on referentiality
1．3 Referential characteristics of reflexives in English and Chinese
1．3．1 Similarities in referential properties
1．3．2 Distinct referential characteristics
1．3．2．1 The difference in locality requirement
1．3．2．2 The difference in orientation
1．3．3 The logical problem with the acquisition of English reflexives
1．4 UG and second language acquisition
1．5 Organization of the dissertation
Chapter Two Theoretical Foundations： The Binding Theory
2．1 Introduction
2．2 Types of determiner phrases
2．3 The standard binding theory
2．3．1 Binding
2．3．2 Principle A of the standard binding theory
2．3．3 Problems with the standard binding theory
2．4 Modified versions of the standard binding theory
2．4．1 Binding Principle A of the parameterized approach
2．4．1．1 Governing Category Parameter and Proper Antecedent Parameter
2．4．1．2 Criticisms of the parameterized approach
2．4．2 Binding Principle A of the LF-movement approach
2．4．2．1 Account of the long-distance binding
2．4．2．2 Predictions for language acquisition
2．4．2．3 Problems with the LF-movement approach
2．4．3 Binding Principle A of the relativized SUBJECT approach
2．4．3．1 Binding Principle A
2．4．3．2 Long-distance effects
2．4．3．3 Subject orientation
2．4．3．4 Predictions for language acquisition
2．4．3．5 Problems with the relativized SUBJECT approach
2．5 The binding theory in the Minimalist Program { MP }
2．5．1 Overview of the MP： Simplicity
2．5．2 The phase theory
2．5．3 Mechanisms of binding in the phase theory
2．5．3．1 Derivational Binding Principle A
2．5．3．2 Binding through q~-feature matching
Chapter Three Previous Empirical Studies on Reflexives
3．1 Introduction
3．2 Studies on child language acquisition of reflexives
3．2．1 L1 research within the framework of the parameterized approach
3．2．1．1 Acquisition of reflexives with the local binding in the NL
3．2．1．2 Acquisition of L1 reflexives with LD binding
3．2．2 Reflexive and pronoun asymmetry
3．2．3 Evidence supporting the relativized SUBJECT approach
3．2．4 Developmental processes
3．3 Studies on second language acquisition of reflexive binding
3．3．1 Studies within the framework of the parameterized approach
3．3．1．1 Finer & Broselow { 1986}
3．3．1 2 Finer {1991}
3．3．1 3 Thomas 11989 and 1991a）
3．3．1 4 Cook {1990}
3．3．1 5 Hirakawa {1990}
3．3．1 6 Eckman （1994}
3．3．1 7 Lakshmanan & Teranishi 11994}
3．3．2 Studies within the LF-movement approach
3．3．2．1 Christie {1992）
3．3．2．2 Thomas （1995}
3．3．2．3 Yip &Tang {1998}
3．3．2．4 Jiang {2009}
3．3．3 Studies within the relativized SUBJECT approach
3．3．3．1 Bennett {1994}
3．3．3．2 MacLaughlin { 1998 }
3．3．3．3 Wells {1998}
3．4 An alternative account of the problematic acquisition： the Interface Hypothesis （IH}
3．5 Summary
Chapter Four Experimental Design and Method
4．1 Introduction
4．2 The mixed RM ANOVA design
4．3 Procedure
4．4 Materials
4．4．1 Sentence Type 1 ： C-command
4．4．2 Sentence Type 2 ： Orientation
4．4．3 Sentence Type 3 ： Locality in the finite condition
4．4．4 Sentence Type 4 ： Locality in the nonfinite condition
4．4．5 Sentence Type 5 ： Locality in the PRNP condition
4．5 Participants
4．6 Research questions
Chapter Five Data and Data Analyses
5．1 Introduction
5．2 Preliminary analysis
5．2．1 The descriptive statistics
5．2．2 The results of the mixed RM ANOVA
5．3 Developmental patterns across binding properties
5．3．1 The low group
5．3．1．1 Aggregate results
5．3．1．2 Individual results
5．3．2 The mid group
5．3．2．1 Group data
5．3．2．2 Individual data
5．3．3 The high group
5．3．3．1 Group results
5．3．3．2 Individual data
5．4 Developmental patterns of binding properties through proficiency levels
5．4．1 C-commanding requirement
5．4．1．1 Aggregated data
5．4．1．2 Individual results
5．4．2 Orientation
5．4．2．1 Aggregated data
5．4．2．2 Individual results
5．4．3 Locality ： The finite condition
5．4．3．I Aggregated results
5．4．3．2 Individual data
5．4．4 Locality： The nonfinite condition
5．4．4．1 Aggregated results
5．4．4．2 Individual data
5．4．5 Locality： The "PRNP condition
5．4．5．1 Aggregated results
5．4．5．2 Individual data
Chapter Six Discussion
6．1 Introduction
6．2 Main Results
6．2．1 Development across binding properties
6．2．2 Development through proficiency
6．3 Crosslinguistic influence
6．3．1 Positive transfer hypothesis
6．3．2 The two-stage transfer： Accounting for the group differences
6．3．3 Combinatory transfer of morphology of reflexives and AGR
6．4 Direct accessibility of Universal Grammar
6．4．1 L2 interlanguage grammars falling within the range sanctioned by UG
6．4．2 Constraints of UG on interlanguage grammars
6．4．2．1 The LF-movement account
6．4．2．2 The parameterized approach
6．4．2．3 The relativized SUBJECT analysis
6．5 Asymmetries in locality： A phase-based approach
6．5．1 Advanced L2 learners
6．5．1．1 Reflexives in the vP Phase
6．5．1．2 The DPphase
6．5．2 Intermediate L2 learners
6．5．3 Low proficiency learners
6．5．3．1 Completeness of the vP phase
6．5．3．2 Head of the phase： vvs．D
6．6 Interface categories involved in Binding Principle A
6．6．1 Acquisition oft-commanding condition： Pure syntax
6．6．2 Acquisition of locality in the nonfinite clause： Syntax-lexicon interface
6．6．3 Acquisition of locality in the PRNP condition： Syntax-semantics interface
6．6．4 Acquisition of the object DP binding： Syntax-discourse interface
Chapter Seven Conclusion
7．1 Introduction
7．2 Developmental patterns of L2 learners' acquisition of reflexives
7．3 Theoretical and empirical implications
7．4 Suggestions for future research
Notes
References
Appendix： Individual results
Abbreviations
展開全部
中國學習者英語反身代詞的習得研究 作者簡介
吳明軍，上海交通大學博士，師從王同順教授，專業為外國語言學及應用語言學。現為重慶工商大學外國語學院教師，副教授。研究方向為二語習得和加工，句法學等。在《外語教學與研究》、《外國語》、《現代外語》、《外語教學理論與實踐》等期刊發表論文10余篇。?2011年9月至2012年1月在美國薩姆休斯頓大學訪學。
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