中国学生对名词复数习得探讨

本文在最简方案框架下,研究中国大学生在英语学习过程中名词复数的标注情况。功能语类的标注在二语习得的语言输出中往往存在着缺失现象。该现象引发学者思考的是:二语习得者的语语法系统是否受到损伤?本文旨在验证二语习得者的语语法是否受损,同时揭示第二语言中功能语类缺失的真正原因。本文借助中国学生英语口笔语语料库,以英语专业大学生在书面文本以及口语文本中名词复数的标注为语料来源,进行实证研究。三个假设在实验之初分别被提出:第一,根据特征失效假说,假设中国学生在书面语及口语中不能标注英语名词复数;第二,根据形态误读假说,假设中国学生省略所有英语单词末尾辅音;第三,根据屈折词缀表面缺失假说,假设中国学生在规则复数变化及非规则复数变化上都无法标注英语名词复数。研究结果发现:首先,中国学生大多能够正确标注名词复数,该现象有力支撑了二语习得者的语语法系统是完好无损的这一观点;其次,中国学生在口语中并未省略英语单词末尾辅音;再次,中国学生在名词复数的标注上呈现出不对称性,具体表现为:不规则复数变化标注的正确率高于规则复数变化标注的正确率。研究结果也使前面的三个假设得到了充分验证。本文试图从特征重组的视角解释英语名词复数标注表层形态缺失这一现象,并从凸显性这一角度为中国学生在规则名词复数以及不规则名词复数标注上呈现出的不对称性提供一定的解释。本文期望在某种程度上为中国英语教学注入新的理论和实践参考。【关键词】：最简方案英语名词复数语语法损伤
【论文提纲】：摘要4-5Abstract5-111Introduction11-131.1Introduction111.2ResearchBackground11-121.3ObjectiveoftheResearch121.4ResearchQuestions121.5OrganizationoftheThesis12-132LiteratureReview13-252.1Introduction132.2TheL2InitialState13-152.2.1ValuelessFeaturesHypothesis14-152.2.2MinimalTreeHypothesis152.2.3StructuralMinimality152.3TheInterlanguageGrammarImpairment15-202.3.1TheImpairedRepresentationHypothesis16-172.3.2TheUnimpairedRepresentationHypothesis17-182.3.3TheAppraisaloftheInterlanguageGrammarImpairment18-202.4OtherOverseasStudies20-212.5TheStudiesatHome21-232.6TheAppraisalofPreviousStudies232.7Summary23-253TheoreticalFramework25-373.1Introduction253.2MinimalistProgram25-273.3CrucialNotionswithintheFrameworkofMinimalistProgram27-353.3.1Features27-293.3.2FeatureCheckingTheory29-343.3.3FunctionalCategories34-353.4Summary35-374ThePresentStudy37-484.1Introduction374.2Hypotheses37-404.3Methodology40-424.3.1TheIntroductionofSWECCL40-414.3.2TheSelectionofTexts41-424.3.3TheTaggingofNounPlurals424.4TheResults42-474.4.1TheInflectionsofNounPluralsinWrittenEnglish42-434.4.2TestingofHypothesis1434.4.3TheInflectionsofNounPluralsinSpokenEnglish43-444.4.4TestingofHypothesis244-464.4.5TestingofHypothesis346-474.5Summary47-485Discussion48-615.1Introduction485.2AnExplanationfromthePerspectiveofFeature—Re—assemblyHypothesis48-585.2.1NominalMappingParameter49-505.2.2TheAvailabilityof[+plural]FeatureinChinese50-515.2.3TheContrastofFeaturesonChinese–MenandEnglishPlural-markers51-585.3AnExplanationfromtheViewofProminence58-595.4Summary59-616Conclusion61-636.1MajorfindingsofthepresentStudy616.2ImplicationsofthePresentstudy61-626.3LimitationsoftheStudyandDirectionorFutureResearch62-63Bibliography63-68AcademicAchievements68-69Acknowledgements69