花園路徑句是一種暫時性的局部歧義句,是一種特殊的歧義現(xiàn)象�；▓@路徑句的歧義消解研究一直為語言學(xué)家和心理語言學(xué)家所關(guān)注,它對于理解人類語言的加工機(jī)制具有重要意義。本研究旨在探究中國英語學(xué)習(xí)者的二語閱讀能力與英語花園路徑句的歧義消解的關(guān)系。本研究設(shè)計了一個花園路徑句理解實驗來考察不同閱讀熟練度的英語學(xué)習(xí)者在花園路徑句歧義消解中的表現(xiàn)。參與者為60名來自江西某大學(xué)英語專業(yè)的二年級學(xué)生,分為熟練閱讀者組和較不熟練閱讀者組,每小組有30名學(xué)生。參與者需要閱讀20個句子,其中包括10個花園路徑句和10個非歧義句子。本實驗中所有的花園路徑句都是主從復(fù)合句。閱讀完每個句子后,參與者需要回答一個關(guān)于該句子的一般疑問句。本研究運用心理學(xué)軟件E-Prime 2.0編寫實驗程序,以反應(yīng)時和得分為指標(biāo)。所有統(tǒng)計數(shù)據(jù)均在SPSS 24.0中進(jìn)行了分析。實驗結(jié)果表明:（1）學(xué)習(xí)者閱讀能力影響花園路徑句的歧義消解。熟練閱讀者在理解花園路徑句時,比較不熟練閱讀者反應(yīng)更快,并獲得更高的測試成績（反應(yīng)時p=.000<.05;得分p=.000<.05）。（2）較不熟練閱讀者對于花園路徑句歧義消解的困難主要在于對其... 

【文章來源】：江西師范大學(xué)江西省

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Review of the Literature
    2.1 Garden Path Sentence
        2.1.1 Definition of Garden Path Sentence
        2.1.2 Classification of Garden Path Sentence
    2.2 Reading Ability
    2.3 Ambiguity Resolution of Garden Path Sentence
        2.3.1 Theoretical Models of Ambiguous Sentences Processing
            2.3.1.1 Garden Path Model
            2.3.1.2 Constraint-based Model
            2.3.1.3 Weakly Interactive Parallel Parser Theory
        2.3.2 Empirical Studies on Ambiguity Resolution of Garden Path Sentence
            2.3.2.1 Reading Ability and Ambiguity Resolution of Garden PathSentence
            2.3.2.2 Other Influencing Factors of Ambiguity Resolution of GardenPath Sentence
    2.4 Theoretical Foundation of the Study
        2.4.1 Structure Building Framework
        2.4.2 Suppression Mechanism and Ambiguity Resolution
        2.4.3 Reading ability,Suppression Mechanism and Ambiguity Resolution
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Reading Ability Test
        3.2.1 Participants
        3.2.2 Materials
        3.2.3 Procedures
        3.2.4 Data Collection and Analysis of Reading Ability Test Scores
    3.3 Garden Path Sentences Comprehension Test
        3.3.1 Participants
        3.3.2 Materials
        3.3.3 Procedures
        3.3.4 Data Collection and Analysis of Garden Path Sentence ComprehensionTest
    3.4 Pilot Study
Chapter Four Results and Discussion
    4.1 Results of Tests in Garden Path Sentence and Unambiguous Sentence
        4.1.1 Results of Tests in the Same Reading Ability Group
            4.1.1.1 Results of Tests in Skilled Readers Group
            4.1.1.2 Results of Tests in Less-skilled Readers Group
        4.1.2 Results of Tests between Skilled Readers and Less-skilled ReadersGroup
            4.1.2.1 Results of Response Time
            4.1.2.2 Results of Scores
    4.2 Results of Tests in Main Clause and Subordinate Clause
        4.2.1 Results of Tests in the Same Reading Ability Group
            4.2.1.1 Results of Tests in Skilled Readers Group
            4.2.1.2 Results of Tests in Less-skilled Readers Group
        4.2.2 Results of Tests between Skilled Readers and Less-skilled ReadersGroup
            4.2.2.1 Results of Response Time
            4.2.2.2 Results of Scores
    4.3 Results of Correlation Tests
        4.3.1 Results of Correlation Tests between Reading Ability and theComprehension of Garden Path Sentence
        4.3.2 Results of Correlation Tests between Reading Ability and theComprehension of Main Clause and Subordinate Clause
    4.4 Discussion
        4.4.1 Differences between Skilled Readers' and Less-skilled Readers' Performance in Garden Path Sentence and Unambiguous Sentence
        4.4.2 Differences between Skilled Readers’and Less-skilled Readers’Performance in Main Clause and Subordinate Clause
        4.4.3 Correlations between Reading Ability and Ambiguity Resolution ofGarden Path Sentence
    4.5 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the study
        5.2.1 Theoretical Implications
        5.2.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Study
References
Appendices
    Appendix Ⅰ Reading Ability Test Materials
    Appendix Ⅱ Garden Path Sentences Comprehension Test Materials
    Appendix Ⅲ Instructions for Garden Path Sentences Comprehension Test
Acknowledgements
在學(xué)期間公開發(fā)表論文（著）及科研情況


【參考文獻(xiàn)】：
期刊論文
[1]第二語言閱讀“熔斷”假說的認(rèn)知心理證據(jù):在線篇章處理的范式[J]. 吳詩玉,張宇英,胡青青.  心理學(xué)報. 2017(03)
[2]英語歧義的類型及其積極作用[J]. 丁一,張艷瑩.  佳木斯職業(yè)學(xué)院學(xué)報. 2017(01)
[3]我們能否像閱讀母語那樣閱讀外語?——在線篇章處理的證據(jù)[J]. 楊楓,吳詩玉.  外語教學(xué)理論與實踐. 2016(04)
[4]句法歧義消解影響因素、認(rèn)知機(jī)制及其神經(jīng)基礎(chǔ)[J]. 何文廣,張曉靚.  心理科學(xué). 2016(04)
[5]英語學(xué)習(xí)者花園路徑句理解分析[J]. 曾淑萍.  沈陽農(nóng)業(yè)大學(xué)學(xué)報(社會科學(xué)版). 2016(04)
[6]書面韻律信息與詞匯偏向在歧義句歧義消解中的作用[J]. 于澤,趙國祥,任桂琴.  心理科學(xué). 2015(01)
[7]音樂和語言句法認(rèn)知的比較[J]. 周臨舒,蔣存梅,楊玉芳.  科學(xué)通報. 2012(Z2)
[8]句法歧義消解與個體閱讀能力的差異[J]. 韓迎春.  廣東第二師范學(xué)院學(xué)報. 2012(01)
[9]中國英語學(xué)習(xí)者的花園路徑句理解——與工作記憶容量和語言水平的相關(guān)研究[J]. 顧琦一,程秀蘋.  現(xiàn)代外語. 2010(03)
[10]英語花園路徑句加工的定性研究[J]. 晏小琴.  外國語言文學(xué). 2008(01)

碩士論文
[1]工作記憶抑制機(jī)制對第二語言句法歧義句理解的影響研究[D]. 杜文娜.揚(yáng)州大學(xué) 2017
[2]“花園路徑”現(xiàn)象的認(rèn)知語用分析[D]. 周麗杰.中國石油大學(xué)(華東) 2015
[3]工作記憶的抑制機(jī)制與漢語閱讀理解的關(guān)系研究[D]. 朱蓮花.東北師范大學(xué) 2005
[4]主題推理加工中的個體差異及時間進(jìn)程[D]. 顧敏敏.河北師范大學(xué) 2004
[5]工作記憶的抑制機(jī)制與漢語歧義詞理解的關(guān)系研究[D]. 沈毅.東北師范大學(xué) 2002



本文編號：2990709