發(fā)布時(shí)間：2024-04-15 22:18

　　結(jié)構(gòu)啟動(dòng)研究主要分為兩類:實(shí)驗(yàn)型和觀察型研究。然而,這兩類研究各有各的問(wèn)題。實(shí)驗(yàn)型結(jié)構(gòu)啟動(dòng)研究缺乏生態(tài)效度。為實(shí)現(xiàn)實(shí)驗(yàn)控制,該類研究往往采用缺乏真實(shí)語(yǔ)境的孤立語(yǔ)句或短語(yǔ)片段作為實(shí)驗(yàn)材料,致使實(shí)驗(yàn)材料與真實(shí)語(yǔ)言使用不符,研究結(jié)果不一定適用于自然語(yǔ)言使用。觀察型啟動(dòng)研究則缺乏必要的實(shí)驗(yàn)控制。雖以真實(shí)語(yǔ)料為基礎(chǔ),但該類研究由于缺乏必要的實(shí)驗(yàn)控制,所觀察到的結(jié)構(gòu)重復(fù)現(xiàn)象不一定源于結(jié)構(gòu)啟動(dòng),不能在結(jié)構(gòu)重復(fù)與結(jié)構(gòu)啟動(dòng)間建立有效的因果關(guān)系鏈接。因此,探索一個(gè)既能實(shí)現(xiàn)實(shí)驗(yàn)控制,又能體現(xiàn)語(yǔ)言自然使用特征的實(shí)驗(yàn)方法迫在眉睫。讀后續(xù)寫便可能是一個(gè)兼顧二者的方法:讀后續(xù)寫總在語(yǔ)境中進(jìn)行,且該任務(wù)不論讀、寫部分皆與自然、真實(shí)的語(yǔ)言使用相仿,該任務(wù)還可對(duì)閱讀部分進(jìn)行改寫以實(shí)現(xiàn)語(yǔ)言結(jié)構(gòu)控制。鑒于此,本研究通過(guò)讀后續(xù)寫考察結(jié)構(gòu)啟動(dòng),聚焦中國(guó)學(xué)習(xí)者英語(yǔ)讀后續(xù)寫中的目標(biāo)結(jié)構(gòu)產(chǎn)出,具體解決兩個(gè)問(wèn)題:1,中國(guó)英語(yǔ)二語(yǔ)學(xué)習(xí)者的讀后續(xù)寫產(chǎn)出中是否存在結(jié)構(gòu)啟動(dòng);2,如果存在結(jié)構(gòu)啟動(dòng),二語(yǔ)水平是否影響結(jié)構(gòu)啟動(dòng)效應(yīng),怎樣影響結(jié)構(gòu)啟動(dòng)效應(yīng)。為回答上述問(wèn)題,我們?cè)O(shè)計(jì)實(shí)施了如下實(shí)驗(yàn)。實(shí)驗(yàn)受試為159名中國(guó)英語(yǔ)學(xué)習(xí)者,含109名大二學(xué)生和50...

【文章頁(yè)數(shù)】：65 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research orientation
    1.2 Purpose of the present study
    1.3 Rationale and significance of the present study
    1.4 Overview of the thesis
CHAPTER TWO REVIEW OF RELATED LITERATURE
    2.1 Overview
    2.2 S tructural priming
    2.3 Mechanistic accounts of structural priming effects
        2.3.1 The lexical activation account
        2.3.2 The implicit learning account
        2.3.3 The dual mechanism account
    2.4 The continuation task
    2.5 Second language proficiency and structural priming
CHAPTER THREE THE PRESENT STUDY
    3.1 Overview
    3.2 Research questions
    3.3 Research design
        3.3.1 Participants
        3.3.2 Target Structure
        3.3.3 Materials
        3.3.4 Procedure
        3.3.5 Summary
CHAPTER FOUR DATA ANALYSIS AND RESULTS
    4.1 Overview
    4.2 The participants’ length of written production
    4.3 The analysis of production of relati ve clause on the continuation task and the impact of L2 proficiency on the priming strength
    4.4 The analysis of production of passive structure on the continuation task and the impact of L2 proficiency on the priming strength
    4.5 Summary
CHAPTER FIVE DISCUSSION AND CONCLUSION
    5.1 Overview
    5.2 Main findings of the present study
    5.3 Structural priming in L2 written production on the continuation task
    5.4 L2 proficiency and structural priming on the continuation task
    5.5 Conclusions
    5.6 Im plications and limitations
REFERENCES



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