语境对二语构式学习中占位的影响

Effects of Context on Preemption Efficacy in L2 Construction Learning

本文采用"前测-干预-后测"的研究设计,考察占位对英语前置定语过去分词构式过度泛化的抑制作用,以及语境对占位抑制效果的影响。90名未掌握英语前置定语过去分词构式的非英语专业学生被随机分入占位语境组,伪占位语境和对照组。采用句子翻译和可接受性判断任务测量英语前置定语过去分词知识的发展。结果显示:占位语境和伪占位语境均能显著抑制构式过度泛化,但占位语境的抑制效果显著大于伪占位语境。研究结果证实,占位对构式过度泛化的抑制作用受语境的影响。文章依据基于使用语言习得理论对研究发现进行了讨论。

This study investigates whether preemption plays a role in Chinese EFL learnersretreatment from overgeneralized errors of English prenominal past participles, and whether the effect of preemption is influenced by context. A pretest-treatment-posttest design was adopted and ninety college-level Chinese-speaking learners of English were recruited. They were randomly assigned to three groups: a preemptive context group, a pseudo-preemptive context group, and a control group. A sentence translation task and an acceptability judgment task were employed to evaluate the effects of preemption on the use of the target construction. Results indicate that preemptive context outperformed pseudo-preemptive contexts in restricting overgeneralized errors of English prenominal past participles though they both significantly preempted overgeneralization.The findings are discussed in light of usage-based language acquisition theories. This study is the first to directly compare the impact of context on preemption, shedding light on the research of both preemption and context.