作　　者： ;

机构地区： 华南理工大学

出　　处： 《外语教学》 2017年第3期49-56,共8页

摘　　要： 虚拟位移构式普遍存在各类语言当中，就英语和汉语而言，具有共通点也存在一些不同。在此基础上，以延伸型虚拟位移构式为例，我们考察了以英语为母语的不同汉语水平者在习得汉语虚拟位移构式的特点及潜在的困难。60名英语国家汉语学习者以及30名汉语母语者参加了本项实证研究。研究发现：1）英语母语者习得汉语虚拟位移构式的顺序依次为：移动主体、移动方式、移动路径；而移动距离在高、低水平组之间并无显著差异；2）汉语水平的高低对习得虚拟位移构式具有很大影响，即汉语水平越高，习得汉语虚拟位移构式越好，并且英语母语者对虚拟位移构式的理解明显好于其产出；3）即使是高水平的英语母语者，在习得虚拟位移构式时仍有一定的困难。此外，我们意外发现不同于英语母语者的习得顺序，汉语母语者在虚拟位移构式时的习得顺序为移动路径、移动主体、移动方式和移动距离，其中汉语母语者过度使用拟人化这一修辞手段来认知虚拟位移主体，使得他们与高水平英语母语者在这一方面的习得无显著差异。 The related literatures indicate thatfictive motion is pervasive in all languages, including both English and Chinese. Based on an analysis of both Chinese and English fictive motion constructions, the present research investigates L2 acquisition of Chinese fictive motion constructions by English native speakers of Chinese （ hereinafter ＂English CFL learners＂ ） with differ- ent levels of Chinese proficiency. All together, 60 English CFL learners and 30 Chinese native speakers have been recruited to participate in the empirical study. The research results show that the high-level English CFL learuers perform significantly bet- ter than their low-level counterparts in the acquisition order of Figure, Manner, Path, but the two groups of both levels do sim- ilarly in acquiring the Distance. Moreover, it is unexpectedly discovered that the Chinese native speakers have some difficulties with the Figure due to their over-use of personification and that the English native speakers are able to reach the level of their Chinese counterparts in acquiring the Figure of Chinese fictive motion constructions.

关 键 词： 虚拟位移 延伸型虚拟位移 语法构式 母语迁移 二语习得

分 类 号： [H319]

领　　域： []