中国学生英语句法中零主语和零宾语探讨

通过对108位中国学生进行语法判定测试,并借助SPSS软件进行数据统计和分析,本文在天生|教育论文网|语法框架下考察和分析了他们英语句法中零主语和零宾语的分布情况。研究结果显示:中国学生在习失零主语和零宾语方面存在明显差异,他们更轻易习失零主语;在主句主语和从句主语,主句宾语和从句宾语之间也存在差异,更易习得主句主语和主句宾语;与所指主语相比,中国学生更易习得虚主语;学习者在学习英语的低级阶段很轻易接受含有零主语和零宾语的句子,随着英语水平的提高,他们逐渐意识到英语不允许零主语和零宾语,高级学习者能普遍拒绝零主语表明普遍语法在二语习得中仍然可及,它通过一语间接起作用,同时零主语参数在二语习得中也能够重新设定;另外汉语话题结构在中国学生英语句法中发生迁移,也间接导致了零主语现象,随着学习者英语水平的提高,汉语话题结构的影响逐渐减少。本文提出英语中的一致和时态标注以及英语中虚主语的存在促使中国学生更易习失零主语;对于更易习失主句零主语和主句零宾语,本文从句法复杂性和句法层次两个维度加以解释,主句句法结构简单,句法层次高,受关注度高,所以主句主语和宾语分别较从句主语和宾语易习得;本文还从一语迁移的角度探讨了更易习得虚主语的现象,以为|教育论文网|其原因在于一语中不存在虚主语,因而没有来自一语的负迁移;对于汉语话题结构为何会在英语习得中发生迁移本文用子集原则加以解释。英语话题结构与汉语话题结构是子集与父集的关系,一些在汉语中允许的话题结构在英语中是不允许的。由于英语习得中的输入只能告诉学习者哪些情况是允许的,所以学习者很难摆脱汉语话题结构的影响。本文通过探讨中国学生英语习得中零主语和零宾语的习失情况和分布差异,分析产生差异的原因,一方面能够揭示语言学习者的内部语言习得过程;另一方面能够为英语教学提供指导,从而加速学习者的二语习得进程。【关键词】：天生|教育论文网|语法零主语零宾语不对称性汉语话题结构
【论文提纲】：摘要4-5Abstract5-131Introduction13-151.1ResearchBackground131.2ResearchQuestions13-141.3OrganizationoftheThesis14-152LiteratureReview15-262.1OverseasStudiesonNullSubjectsinL2Acquisition15-212.1.1ThePro-dropParameter(Null-subjectParameter)15-172.1.2TheMorphologicalUniformityPrinciple172.1.3Discourse-orientedLanguagesandSentence-orientedLanguages17-182.1.4StudieswithintheTheoreticalFrameworkoftheMinimalistProgram18-212.2OverseasStudiesinL1andL2AcquisitionconcerningtheAsymmetryofNuSubjectsandNullObjects21-242.2.1StudiesinL1AcquisitionconcerningtheAsymmetryofNullSubjectsandNullObjects212.2.2StudiesinL2AcquisitionconcerningtheAsymmetryofNullSubjectsandNullObjects21-242.3StudiesatHome24-252.4Summary25-263TheoreticalBackground26-323.1TheTheoryofUG263.2AccesstoUniversalGrammarinSecondLanguageAcquisition26-273.3DifferencesbetweenEnglishandChinese27-303.3.1FromthePerspectiveofPro-dropParameter27-283.3.2FromthePerspectiveofLanguageTypology28-303.3.2.1Subject-prominentLanguagesVs.Topic-prominentLanguages28-293.3.2.2ExpletiveSubjectsinEnglishVs.NullArgumentsinChinese29-303.4Summary30-324EmpiricalStudy32-494.1Hypotheses32-334.2Subjects334.3Tasks33-344.4Scoring34-354.5Results35-484.5.1DifferencebetweenUnlearningofNullSubjectsandUnlearningofNullObjects35-364.5.2DifferenceamongUnlearningoftheFiveTypes36-404.5.3DifferenceamongThreeGroupsofLearners40-464.5.4EffectofTopicConstructionTraneronNullSubjects46-484.6Summary48-495Discussion49-625.1ExplanationfortheAsymmetrybetweenNullSubjectsandNullObjects49-555.2ExplanationforthePerformanceDifferencebetweenMatrixSubjectsandEmbeddedSubjects,betweenMatrixObjectsandEmbeddedObjects55-565.3ExplanationforthePerformanceDifferencebetweenExpletiveSubjectsandReferentialSubjects56-575.4AnalysisofNullSubjectSentencesRelatedwithTranerofChineseTopicConstructionsandExplanationforTranerofChineseTopicConstructionsinL2EnglishAcquisition57-605.4.1AnalysisofNullSubjectSentencesRelatedwithTranerofChineseTopicConstructions57-595.4.2ExplanationforTranerofChineseTopicConstructionsinL2EnglishAcquisition59-605.5Summary60-626Conclusion62-646.1SummaryoftheStudy62-636.2PedagogicalSuggestions636.3LimitationsoftheStudyandSuggestionorFutureResearch63-64References64-68AppendixA68-70AppendixB70-72AppendixC72-74AcademicAchievements74-75Acknowledgements75