摘要
本文通过调查中、韩英语学习者对英语中动句和非宾格结构的习得,检验二语接口现象习得中母语以模块方式迁移的假设。研究设计了语法判断任务和强制性选择任务,30名中国学生、16名韩国学生和24名以英语为母语的人士参加本研究。结果显示,尽管受试在一定条件下将母语形态迁入二语,但迁移并非以模块方式进行,受试的某一具体习得行为往往是模块间互动的结果,既有语义根源,也有句法形态的影响,母语模块迁移说并不成立。
The paper is intended to test the validity of the modular view of L1 transfer in L2 acquisition of interface issues by investigating Chinese and Korean learners＇ acquisition of English middle and unaccusative structures. 30 Chinese learners of English, 16 Korean learners of English and 24 native speakers of English participated in the study. A Grammaticality Judgment Task （GJT） and a Forced-Choice Task （FCT） were developed to elicit L2 learner behavior. The results reveal that L1 transfer did not proceed in a modular manner, though the influence of L1 morphology was found under certain conditions. It is concluded that the modular view of L1 transfer is empirically implausible and that a particular learner behavior results from both semantic and morpho-syntactic influence of L1.
出处
《外语教学理论与实践》
CSSCI
北大核心
2009年第2期1-9,共9页
Foreign Language Learning Theory And Practice
