本文關(guān)鍵詞： 第二語(yǔ)言習(xí)得 特殊疑問(wèn)句 句法啟動(dòng)　出處：《南京大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：啟動(dòng),指的是人們先前接觸過(guò)的語(yǔ)言形式或意義會(huì)影響隨后的語(yǔ)言產(chǎn)出。啟動(dòng)現(xiàn)象存在多種表現(xiàn),其中句法啟動(dòng)是受到學(xué)界關(guān)注的一個(gè)重要研究范疇。 句法啟動(dòng)現(xiàn)象的存在前提是人類(lèi)語(yǔ)言的多樣性,即,在同一種語(yǔ)言中可以使用兩種不同的結(jié)構(gòu)來(lái)表達(dá)同樣的意義。句法啟動(dòng)指的是人們?cè)谡Z(yǔ)言產(chǎn)出時(shí),傾向于使用剛接觸過(guò)的句式結(jié)構(gòu),而不是其他同樣可被選擇的結(jié)構(gòu)。句法啟動(dòng)研究最早于1986年出現(xiàn)在第一語(yǔ)言研究領(lǐng)域,隨后被學(xué)者引入了第二語(yǔ)言研究領(lǐng)域,并證明句法啟動(dòng)現(xiàn)象在二語(yǔ)領(lǐng)域同樣存在。句法啟動(dòng)方法可被用來(lái)探究第二語(yǔ)言加工、語(yǔ)言表征以及語(yǔ)言習(xí)得等方面的問(wèn)題。近年來(lái)以McDonough等為代表的學(xué)者也對(duì)句法啟動(dòng)與第二語(yǔ)言習(xí)得以及發(fā)展之間的關(guān)系加以探究。 本文將句法啟動(dòng)引入漢語(yǔ)作為第二語(yǔ)言研究中,進(jìn)行了兩組相關(guān)實(shí)驗(yàn)。第一個(gè)實(shí)驗(yàn)探索的是啟動(dòng)條件中疑問(wèn)句類(lèi)型對(duì)漢語(yǔ)作為第二語(yǔ)言習(xí)得者句法啟動(dòng)的影響。第二個(gè)實(shí)驗(yàn)探索的是重復(fù)對(duì)句法啟動(dòng)的影響效果。 本文首先在第一章對(duì)句法啟動(dòng)進(jìn)行了簡(jiǎn)要介紹。第二章中對(duì)句法啟動(dòng)研究現(xiàn)狀進(jìn)行了綜述,并介紹了句法啟動(dòng)實(shí)驗(yàn)中常用的實(shí)驗(yàn)方法以及幾種理論解釋。 第三章對(duì)本研究進(jìn)行的兩個(gè)句法啟動(dòng)實(shí)驗(yàn)的設(shè)計(jì)進(jìn)行了詳細(xì)的介紹,包括實(shí)驗(yàn)對(duì)象、實(shí)驗(yàn)材料、步驟以及預(yù)測(cè)試等。實(shí)驗(yàn)對(duì)象為30名南京大學(xué)的外國(guó)留學(xué)生。實(shí)驗(yàn)者與被試進(jìn)行一對(duì)一的單獨(dú)實(shí)驗(yàn),包括前測(cè)、啟動(dòng)實(shí)驗(yàn)以及后測(cè),全程約為20到30分鐘。啟動(dòng)實(shí)驗(yàn)的實(shí)驗(yàn)方法參考了圖片描述任務(wù)和聯(lián)盟腳本互動(dòng)任務(wù),進(jìn)行圖片問(wèn)答。實(shí)驗(yàn)者與被試就自己手中的圖片輪流向?qū)Ψ桨l(fā)問(wèn)。 第四章具體介紹了本文的第一個(gè)實(shí)驗(yàn)——啟動(dòng)疑問(wèn)句的類(lèi)型是否影響第二語(yǔ)言習(xí)得者的問(wèn)句產(chǎn)出。實(shí)驗(yàn)者隨機(jī)將20名被試分為兩組,實(shí)驗(yàn)組一接觸到的啟動(dòng)材料包含兩種特殊疑問(wèn)句,實(shí)驗(yàn)組二的啟動(dòng)材料中則出現(xiàn)六種不同的特殊疑問(wèn)句。實(shí)驗(yàn)結(jié)果顯示,疑問(wèn)句類(lèi)型對(duì)于被試的問(wèn)句產(chǎn)出具有明顯啟動(dòng)效果。接觸了種類(lèi)較豐富問(wèn)句的實(shí)驗(yàn)組二比實(shí)驗(yàn)組一產(chǎn)出更多種類(lèi)的問(wèn)句。 第五章介紹了本文的第二個(gè)實(shí)驗(yàn)——啟動(dòng)過(guò)程中是否需要對(duì)啟動(dòng)信息加以重復(fù)。實(shí)驗(yàn)組二、三的被試在實(shí)驗(yàn)中接觸同樣的啟動(dòng)材料和提示材料。實(shí)驗(yàn)組三的被試在圖片問(wèn)答任務(wù)中,需先復(fù)述一遍實(shí)驗(yàn)者所說(shuō)的疑問(wèn)句,再進(jìn)行問(wèn)答。而實(shí)驗(yàn)組二的被試只需要與實(shí)驗(yàn)者進(jìn)行圖片問(wèn)答即可。實(shí)驗(yàn)結(jié)果顯示,兩組被試的問(wèn)句產(chǎn)出情況并無(wú)顯著差異,重復(fù)對(duì)于句法啟動(dòng)效應(yīng)無(wú)顯著影響。 在最后一章中,作者將實(shí)驗(yàn)結(jié)果與理論以及第二語(yǔ)言習(xí)得應(yīng)用相聯(lián)系,得出以下幾點(diǎn)結(jié)論。首先,句法啟動(dòng)在漢語(yǔ)作為第二語(yǔ)言領(lǐng)域存在。其次,啟動(dòng)研究對(duì)于第二語(yǔ)言習(xí)得具有一定的意義。第三,詞匯句法表征模型存在。最后,作者展望了今后的研究方向,并對(duì)全文進(jìn)行總結(jié)。
[Abstract]:Priming refers to the fact that the language form or meaning that people have come into contact with before will affect the subsequent language output. There are many manifestations of priming phenomenon, among which syntactic priming is an important research area that has been paid attention to by scholars. The existence of syntactic priming is based on the diversity of human languages, that is, two different structures can be used in the same language to express the same meaning. The syntactic priming study first appeared in the field of first language research in 1986 and was later introduced into the field of second language research by scholars. It is proved that syntactic priming also exists in the field of second language. Syntactic priming can be used to explore the processing of second language. In recent years, scholars, such as McDonough et al, have also explored the relationship between syntactic priming and second language acquisition and development. This paper introduces syntactic priming into the study of Chinese as a second language. Two groups of related experiments were conducted. The first was to explore the effect of question type in priming condition on the syntactic priming of Chinese as a second language learner, and the second was to explore the effect of repetition on syntactic priming. In the first chapter, the syntactic priming is briefly introduced. In the second chapter, the research status of syntactic priming is summarized, and the common experimental methods and several theoretical explanations are introduced. In the third chapter, the design of two syntactic priming experiments is introduced in detail, including the experimental objects, experimental materials, The subjects were 30 foreign students from Nanjing University. The subjects were conducted one-to-one experiments, including pre-test, priming experiment and post-test. The whole process is about 20 to 30 minutes. The experimental method of starting the experiment refers to the picture description task and the interactive task of the alliance script, and carries on the picture question-and-answer. The experimenter and the subject ask each other questions about the pictures in their hands in turn. Chapter 4th introduces in detail whether the type of priming questions affects the output of question sentences of second language learners. Twenty subjects were randomly divided into two groups. Two special questions were found in the priming materials of experimental group one, and six different special questions appeared in the priming materials of experimental group two. The type of interrogative sentence has obvious priming effect on the question sentence output of the subjects. Chapter 5th introduces whether the second experiment in this paper should be repeated during startup. Three percent of the subjects were exposed to the same priming materials and prompts in the experiment. In the photo question-and-answer task, the participants in the experimental group 3 had to retell the questions said by the experimenter. The results showed that there was no significant difference in the output of question sentences between the two groups, and repetition had no significant effect on the syntactic priming effect. In the last chapter, the author associates the experimental results with the theory and the application of second language acquisition, and draws the following conclusions: firstly, syntactic priming exists in the field of Chinese as a second language. The priming study has a certain significance for second language acquisition. Thirdly, lexical and syntactic representation models exist. Finally, the author looks forward to the future research direction and summarizes the full text.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 嚴(yán)春容;;二語(yǔ)習(xí)得者的語(yǔ)言?xún)?nèi)句法啟動(dòng)及其機(jī)制[J];福建廣播電視大學(xué)學(xué)報(bào);2009年06期

2 張金橋;王燕;;印尼留學(xué)生漢語(yǔ)句子產(chǎn)生中的跨語(yǔ)言句法啟動(dòng)[J];心理與行為研究;2012年04期

3 嚴(yán)辰松;;語(yǔ)言使用建構(gòu)語(yǔ)言知識(shí)——基于使用的語(yǔ)言觀概述[J];解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2010年06期

4 回坤;劉鳴;;中-英熟練雙語(yǔ)者英語(yǔ)語(yǔ)內(nèi)句法啟動(dòng)研究[J];華南師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2012年05期

5 張積家;蘆松敏;;漢—英雙語(yǔ)者言語(yǔ)產(chǎn)生中的句法啟動(dòng)效應(yīng)[J];西安外國(guó)語(yǔ)大學(xué)學(xué)報(bào);2012年01期

6 雷蕾;王同順;;雙語(yǔ)句法表征——來(lái)自漢英不平衡雙語(yǔ)者句法啟動(dòng)的證據(jù)[J];現(xiàn)代外語(yǔ);2009年02期

7 朱火紅;鄭海燕;金志成;莫雷;;中國(guó)4-6歲兒童口語(yǔ)句法啟動(dòng)效應(yīng)的實(shí)驗(yàn)研究[J];心理科學(xué);2009年04期

8 范進(jìn);;言語(yǔ)產(chǎn)生中的句法啟動(dòng)[J];西南民族大學(xué)學(xué)報(bào)(人文社科版);2009年S1期

9 丁雪歡;;漢語(yǔ)作為第二語(yǔ)言學(xué)習(xí)者疑問(wèn)句早期習(xí)得的個(gè)案研究[J];語(yǔ)言教學(xué)與研究;2007年02期

，

本文編號(hào)：1518416