作　　者： ;

机构地区： 陕西师范大学

出　　处： 《外语教学与研究》 2005年第6期446-452,共7页

摘　　要： 为弄清二语学习者在习得动词时是否会对母语和二语语义句法映射知识进行概括,我们在中级水平大学生中进行了句子可接受性判断实验,发现他们对英语色彩使役动词的习得顺序表现为使动句>缀合使役动词>词汇使役动词,符合语义突显层级理论的预测。此外,对与色彩缀合使役动词同形的生疏缀合形容词的习得符合Anderson一对一原则,而这一中介语发展原则更具体地体现在与最能产形态的对应上。 To address the issue whether L2 learners generalize their knowledge of the syntax/semantics mapping in both L1 and L2 in their acquisition of L2 verbs, we conducted an experiment on the acquisition of causative color verbs among intermediate_level university students of English with an acceptability test. The results were in accordance with the predictions of Semantic Salience Hierarchy Model, namely, along the order of periphrastic>affixationalized>lexical causative. The operation of Anderson's One to One Principle was observed, and further found to apply with the most productive form.

关 键 词： 二语习得 语义突显层级理论 动词 岛假设 使役动词 一对一原则

领　　域： [语言文字]