中介语研究是二语习得理论的重要内容。传统的观点认为,中介语是与二语习得有关的五种认知过程的产物。按母语是否介入,中介语的成因可分为语际干扰和语内干扰,语内干扰以超度归纳为典型。本文从*as possible as I can/could这一中介语...中介语研究是二语习得理论的重要内容。传统的观点认为,中介语是与二语习得有关的五种认知过程的产物。按母语是否介入,中介语的成因可分为语际干扰和语内干扰,语内干扰以超度归纳为典型。本文从*as possible as I can/could这一中介语形式入手,借助CLEC语料库,试图分析其成因。分析后发现:*as possible as I can/could主要源自于语内干扰,但不是超度归纳,而是因语内同义形似干扰而形成。因此,本文提出,语内干扰的形式,除了传统的超度归纳,还应包括语内同义形似干扰。这种干扰易错误石化,应予以及时纠正。展开更多
This paper attempts to analyze the function of the increasingly popular "heh-heh" by correlating it with Comment Adjuncts, a term used by H.A.K. Halliday in his metafunctions. It is found out that "heh-...This paper attempts to analyze the function of the increasingly popular "heh-heh" by correlating it with Comment Adjuncts, a term used by H.A.K. Halliday in his metafunctions. It is found out that "heh-heh" can serve as both positive and negative Comment Adjuncts. Different from English Comment Adjuncts, "heh-heh" may be subject to the change of pronouns.展开更多
文摘中介语研究是二语习得理论的重要内容。传统的观点认为,中介语是与二语习得有关的五种认知过程的产物。按母语是否介入,中介语的成因可分为语际干扰和语内干扰,语内干扰以超度归纳为典型。本文从*as possible as I can/could这一中介语形式入手,借助CLEC语料库,试图分析其成因。分析后发现:*as possible as I can/could主要源自于语内干扰,但不是超度归纳,而是因语内同义形似干扰而形成。因此,本文提出,语内干扰的形式,除了传统的超度归纳,还应包括语内同义形似干扰。这种干扰易错误石化,应予以及时纠正。
文摘This paper attempts to analyze the function of the increasingly popular "heh-heh" by correlating it with Comment Adjuncts, a term used by H.A.K. Halliday in his metafunctions. It is found out that "heh-heh" can serve as both positive and negative Comment Adjuncts. Different from English Comment Adjuncts, "heh-heh" may be subject to the change of pronouns.