以汉语为母语的英语学习者习得英语进行体标记的优选论解释2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

以汉语为母语的英语学习者习得英语进行体标记的优选论解释PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Chapter 1 Introduction1

1.1 Research Orientation1

1.2 English Progressive Aspect:The Target of Research1

1.3 Rationale6

1.3.1 Decomposing the Learning Task of the English Progressive Aspect6

1.3.2 Previous Studies and Their Inadequacies8

1.4 Key Research Questions10

1.5 Structure of the Book11

Chapter 2 In Search of a Unified Theoretical Account for L2 Progressive Aspect Acquisition13

2.1 Previous Studies on L2 Aspect Acquisition:Empirical Findings and Theoretical Explanations14

2.1.1 Form-meaning Mapping of L2 Tense-aspect Acquisition:Aspect Hypothesis15

2.1.2 Form-function Mapping of L2 Tense-aspect Marking:Discourse Hypothesis19

2.1.3 Narrative Structure and Lexical Aspect:Conspiring Factors?20

2.2 Theoretical Accounts of Form-meaning Mapping in Tense-aspect Acquisition21

2.2.1 Language Bioprogram Hypothesis and Basic Child Grammar21

2.2.2 Prototype Account and Distributional Bias Argument22

2.2.3 Connectionist Account22

2.3 Problems Existing in the Tense-aspect Acquisition Studies23

2.4 Optimality Theory as a Unified Framework25

2.5 Summary27

Chapter 3 Constraints on the Progressive Aspect Marking in English and Chinese28

3.1 Aspect and Other Related Notions30

3.1.1 Aspect30

3.1.2 Grammatical Aspect31

3.1.3 Lexical Aspect32

3.1.4 Technical Issues Related with Lexical Aspect34

3.2 Interaction of Grammatical and Lexical Aspects50

3.3 Semantic Constraints on Progressive Marking:The Form-meaning Mapping53

3.3.1 The Formal Approach54

3.3.2 The Functional Approach55

3.3.3 The PROG Operator60

3.4 Discourse Constraints of Progressive Aspect Marking:The Form-function Mapping64

3.5 Cross-linguistic Analysis of the Progressive Aspect in Chinese and English67

3.6 Summary70

Chapter 4 An OT Analysis of the Constraints on the Progressive and Their Interaction72

4.1 Optimality Theory73

4.1.1 Basic Tenets of OT73

4.1.2 Conventional Notations74

4.1.3 Faithfulness and Markedness Constraints76

4.1.4 OT Account of Language Acquisition77

4.2 Conflicting Constraints on the Progressive Aspect Marking79

4.2.1 Transitivity Hypothesis(TH)80

4.2.2 Discourse Representation Theory(DRT)and Aspect Coercion82

4.3 An OT Analysis of the Constraints on Aspect Marking and Their Ranking87

4.3.1 Typology of Constraints on Aspect Marking in English87

4.3.2 Constraint Ranking of Aspect Marking in English91

4.3.3 Testing the Ranking of Constraints on Aspect Marking94

4.4 Summary100

Chapter 5 L2 Acquisition of the Progressive Aspect:Towards an OT Account101

5.1 An OT Account of L2 Tense-aspect Acquisition102

5.1.1 Initial Ranking of Constraints on Tense-aspect Marking102

5.1.2 Learning Algorithms in OT104

5.2 Hypotheses on L2 Acquisition of English Tense-aspect System by Chinese EFL Learners107

5.2.1 Hypothesis on Aspect Coercion108

5.2.2 Hypotheses on Constraint Reranking108

5.2.3 Hypotheses on Cross-linguistic Constraints109

5.3 Variables Involved in Hypothesis Testing110

5.3.1 L2-English Proficiency Level110

5.3.2 NoCoER Constraint111

5.3.3 IDENT(TF)Constraint112

5.3.4 Tense-aspect Marking113

5.4 Summary114

Chapter 6 Research Design,Instrumentation,Data Collection and Data Analysis115

6.1 Research Design116

6.2 Participants116

6.3 Instrumentation119

6.3.1 Acceptability Judgment Test(AJT)120

6.3.2 Aspect Sentence Interpretation Task(ASIT)123

6.3.3 Movie Clip Retell Task(MCRT)130

6.3.4 Summary of Test Instruments135

6.4 Data Collection135

6.4.1 Time and Venue135

6.4.2 Task Sequence136

6.5 Data Scoring and Coding137

6.5.1 Scoring of ASIT Data138

6.5.2 Scoring of AJT Data139

6.5.3 Coding and Scoring MCRT Data139

6.6 Data Analysis141

6.7 Summary141

Chapter 7 Results for Research Hypotheses Testing142

7.1 Results for Hypothesis 1143

7.1.1 Testing Hypothesis 1 through Movie Clip Retell Test(MCRT)Data144

7.1.2 Testing Hypothesis 1 through Aspect Sentence Interpretation Task (ASIT)150

7.1.3 Testing Hypothesis 1 through Acceptability Judgment Task(AJT)153

7.2 Testing Hypothesis 2156

7.2.1 Testing Hypothesis 2 through Movie Clip Retell Task(MCRT)157

7.2.2 Testing Hypothesis 2 through Aspect Sentence Interpretation Task(ASIT)162

7.2.3 Testing Hypothesis 2 through Acceptability Judgment Task(AJT)165

7.3 Testing Hypothesis 3168

7.3.1 Testing Hypothesis 3 through Movie Clip Retell Task(MCRT)168

7.3.2 Testing Hypothesis 3 through Aspect Sentence Interpretation Task (ASIT)171

7.4 Testing Hypothesis 4178

7.4.1 Testing Hypothesis 4 through Acceptability Judgment Task(AJT)179

7.4.2 Testing Hypothesis 4 through Movie Clip Retell Task(MCRT)183

7.5 Testing Hypothesis 5186

7.5.1 Testing Hypothesis 5 through Acceptability Judgment Task(AJT)186

7.5.2 Testing Hypothesis 5 through Movie Clip Retell Task(MCRT)188

7.5.3 Testing Hypothesis 5 through Aspect Sentence Interpretation Task (ASIT)190

7.6 Summary192

Chapter 8 General Discussion194

8.1 Developmental Route of English Tense-aspect Acquisition by Chinese EFL Learners195

8.1.1 A Summary of Major Findings195

8.1.2 Characterizing L2 Acquisition of the English Aspect Markers by Chinese EFL Learners198

8.2 Implications of OT for the Developmental Route of L2 Tense-aspect Forms200

8.2.1 An OT Account of the Initial State200

8.2.2 The Triggering Factor in Tense-aspect Acquisition203

8.2.3 The Spread from Prototypical to Non-prototypical Situation-aspect Mappings206

8.2.4 The Role of Statives in Progressive Aspect Marking208

8.3 The Explanatory Power of OT for L2 Aspect Acquisition210

8.3.1 Temporal Semantics and Discourse Grounding:Two Conspiring Forces?210

8.3.2 Nativism or Connectionism213

8.4 Summary215

Chapter 9 Conclusion218

9.1 Conclusions218

9.2 Implications220

9.2.1 Implications for SLA Theory220

9.2.2 Implications for L2 Tense-aspect Instruction221

9.3 Limitations223

9.4 Suggestions for Further Research223

References226

Appendix Ⅰ Progressive Aspect Acceptability Judgment Task(AJT)241

Appendix Ⅱ Aspect Sentence Interpretation Task(ASIT)244

Appendix Ⅲ Movie Clip Retell Task254

Appendix Ⅳ Descriptive Statistic Data for the Figures260

作者简介263

List of Tables38

3.1 Semantic Features of Aspectual Classes38

3.2 Diagnostic Tests for Different Temporal Features of Situation50

3.3 Interaction of Lexical Aspect with Grammatical Aspect52

4.1 Aspect Marking Scenarios under Different Semantic-discourse Conditions94

5.1 Violations of NOCOER Constraint on Different Situation Types112

6.1 Grouping of Participants Based on Years of L2 English Learning and Scores on English Proficiency Test118

6.2 Taxonomy and Token Numbers of the Verbs in AJT123

6.3 Tokens of Telic Verbs in ASIT126

6.4 Balancing Aspect, Test Statement and Filler Statement of One Passage across Arrangements of ASIT129

6.5 A Summary of Instruments Developed for the Study135

6.6 Coding of the Tense-aspect Forms in MCRT140

7.1 Two-way ANOVAs(Repeated Measures)of Results for MCRT146

7.2 Pairwise Comparisons of the Mean Differences Between Different Situation Types Marked with the Progressive Aspect(LSD)147

7.3 Pairwise Comparisons of the Mean Differences Between Different Situation Types Marked with the Perfective Aspect(LSD)148

7.4 Frequency Order of Perfective and Progressive Aspect Marking on Verbs of Five Situation Types by L2 Groups in MCRT149

7.5 Effect of Verb Situation Type on Aspect Interpretation in ASIT152

7.6 Effect of Verb Situation Type on Acceptability Judgment of Progressive Marking:Results for One-way ANOVA(Repeated Measures)155

7.7 Pairwise Comparisons of Means for Five Situation Types by Each L2 Group in AJT156

7.8 Effects of Proficiency Level and Situation Type of Verb on Progressive and Perfective Marking in MCRT:Results for Two-way ANOVA(Mixed Design)160

7.9 Pairwise Comparisons of the Progressive and Perfective Marking on Verbs of Five Situation Types in MCRT (LSD)160

7.10 Interaction Between Proficiency Level and Situation-aspect Mapping as Shown in ASIT:Results for Two-way ANOVA(Mixed Design)164

7.11 Pairwise Comparisons of the Aspect Sentence Interpretations by Participants of Lower Proficiency Group and the Other Three Groups164

7.12 Means and Standard Deviations of AJT by L2 Participants and Native Controls166

7.13 Effects of Proficiency Level and Situation Type on Acceptability of Sentences Marked with Progressive:Results for Two-way ANOVA(Mixed Design)167

7.14 Pairwise Comparisons of Mean Scores Between Low-level Group and Three Participant Groups for AJT167

7.15 Aspect Marking for Two Discourse Grounding Status by Four Participant Groups in MCRT169

7.16 Effects of Proficiency Level on Aspect Marking of Discourse Grounding in MCRT:Results for One-way ANOVAs170

7.17 Mean Scores and Standard Deviations for Aspect Sentence Interpretation by Four Participant Groups(ASIT)173

7.18 Effects of Sentence Aspect and Proficiency on Temporal Interpretation of Test Statement in ASIT:Results for Two-way ANOVA(Mixed Design)173

7.19 Pairwise Comparison of the Mean Scores for Aspect Sentence Interpretation by Four Participant Groups(ASIT)174

7.20 Mean Scores and Standard Deviations for Aspect Test Statement in Within-and After-text Position in ASIT175

7.21 Three-way ANOVA for Test Statement Interpretation Related to Aspect,Position and Proficiency Level(ASIT)176

7.22 Pairwise Comparisons of Mean Scores for Aspect Sentence Interpretation by Four Participant Groups (ASIT)177

7.23 Mean Scores and Standard Deviations for Acceptability of the Progressive Marking on the Stative Verbs in AJT180

7.24 ANOVA for Acceptability Judgment of Five Subtypes of Stative Verb by Four Participant Groups181

7.25 Pairwise Comparisons of Mean Scores for Five Subclasses of Stative Verbs in AJT182

7.26 Mean Scores and Standard Deviations for Progressive Aspect Marking on the Stative Verbs by Four Participant Groups in MCRT184

7.27 Pairwise Comparisons of the Mean Scores for Progressive Aspect Marking on the Stative Verbs by Four Participant Groups in MCRT185

7.28 Mean Scores and Standard Deviations for Acceptability of the Progressive Marking on Achievement Verbs in AJT by Four Participant Groups187

7.29 Pairwise Comparisons of Mean Scores for Acceptability of Progressive Aspect Marking on Achievement Verbs in AJT188

7.30 Mean Scores and Standard Deviations for Progressive Aspect Marking on Achievement Verbs in MCRT by Four Participant Groups189

7.31 Pairwise Comparisons of Mean Scores for Progressive Aspect Marking on Achievement Verbs in MCRT189

7.32 Mean Scores and Standard Deviations for Interpretation of Sentences Containing Achievement Predicates Marked with Progressive Aspect191

7.33 Pairwise Comparisons of Mean Scores for Interpretation of Sentences Containing Achievement Predicates Marked with Progressive Aspect191

List of Figures34

3.1 A Preliminary Taxonomy of Aspect in Languages34

3.2 Flowchart of Situation Type Identification Procedure44

3.3 Reference of the Progressive Punctuals59

3.4 The Functions of the[PROG]Operator61

3.5 Semantic Referents of Progressive in Chinese and English69

4.1 Mapping of Input to Output in OT Grammar73

4.2 Conflicting Constraints on Aspect Marking in English87

5.1 Categorical and Overlapping Ranking of Constraints along a Continuous Scale105

6.1 Schematic Representation of the Acceptability Scale of AJT122

6.2 Experimental Set-up and Variables in ASIT128

7.1 Means of Progressive and Perfective Marking for Five Situation Types in MCRT145

7.2 Probability of Interpreting Aspect Sentence as Denoting Completed Events by All Participant Groups in ASIT151

7.3 Mean Scores for Acceptability of Progressive Marking in Five Situation Types by L2 Participants and the Native Controls154

7.4 Mean Scores for Progressive Aspect Marking by All Participant Groups on Each Situation Type in MCRT158

7.5 Mean Scores for Perfective Aspect Marking by All Participant Groups on Each Situation Type in MCRT159

7.6 Interpretation of Critical Aspect Sentences by Four Participant Groups163

7.7 Acceptability of Aspect Marking on Five Subclasses of Stative Verbs by Four Participant Groups181

8.1 General Pattern of Constraints Re-ranking in L2 Tense-aspect Acquisition198