特征重组视角下中国英语学习者主语提升结构习得研究

The Acquisition of Subject-to-subject Raising Construction by Chinese EFL Learners from the Perspective of Feature Reassembly Hypothesis

已有的研究很少从形式特征的角度来探究主语提升结构的习得。通过语法判断测试和汉英翻译测试,本文在特征重组假说框架下考查了90名不同语言水平的中国英语学习者习得主语提升结构的特点。实验结果支持了特征重组假说。研究同时表明,特征的重组是一个渐进发展的过程,低水平组受试未能成功重组[EPP]特征,而中高水平组受试则完成了对该特征的重组;该特征的重组是按照"映射-重组"的步骤完成的。此外,本研究表明了语义线索会影响结构的表征,高水平组受试在不同的论元生命性情况下表现出不同的提升结构运用倾向,本文认为这是由于特征重组完成后论元的生命性影响词库中词项的选择所致。

Previous research failed to explore the acquisition of subject-to-subject raising construction in terms of formal features.The paper explores the acquisition of the construction by Chinese EFL learners in light of Feature Reassembly Hypothesis.Ninety participants were divided into three groups based on their language proficiency.The results validate the hypothesis.The research also shows that feature reassembly is progressive.Lower level group failed to reassemble the [EPP] feature but intermediate and advanced groups successfully reassembled the feature.In addition,the [EPP] feature is reassembled in a "mapping-reassembly " manner.Besides,semantic cues have an impact on the representation.Different animacy of the argument result in different preference in the use of subject-to-subject raising construction.It is argued that the animacy of argument influences the selection of lexical items in the construction of numeration when features are successfully reassembled.