摘要
采用判断题和翻译填充题两种测试工具,考察了中国学生习得六种英语关系从句的情况,数据分析证明可及性递进阶假设对其中两种从句(SU和OCOMP)具有完全预测性,对另外四种从句(DO、IO、OPREP和GEN)具有部分预测性。学生对递进阶所示的六类从句的掌握情况可能与从句本身标记程度的高低以及教学介入的强弱有关,因为标记程度的高低为学生掌握不同从句设置了不同的难度,而教学输入强度又可能改变这种难度。
This paper adopted two testing instruments （grammaticality judgment test and translation completion test） to examine the acquisition of six types of relative clauses indicated by Accessibility Hierarchy （AH） by Chinese learners of English as a foreign language. The results only lent partial support to AH in that learners＇ acquisition of SU and OCOMP was consistent with the prediction of AH while learners＇ acquisition of other four types of relative clauses（DO,IO,OPREP and GEN） was not. Learners＇ acquisition of six types of relative clauses might be influenced by the degree of structural markedness and language input in teaching because different degree of structural markedness would bring different degree of difficulty to learners while the amount of language input might change the degree of difficulty of certain structures.
出处
《中南大学学报（社会科学版）》
2007年第3期356-360,共5页
Journal of Central South University：Social Sciences
关键词
关系从句
可及性递进阶假设
习得难度
relative clauses
accessibility hierarchy hypothesis
acquisition difficulty
