( 77 ) + ( 2003) :,, 3 ;,,,,, Hatch (1983) / ( ), (UG ) ( ) ( Ellis, 1985: ; B raidi, 1999),, : 96,, L1 L , 0. 5 L1 L4, L5 L8 142, 1174,

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1 : 3,,, ; / ;,,,,,, Havard Project ( developmental sequence) ( Freeman & Long, 1991: 92-93), Cazden (1972), (, 1991;, 1998),,, ( Ellis, 1985: 278; Freeman & Long, 1991: ),?, :, ; (2003), ( ) ( ) (1998) : +, 3,, 103

2 ( 77 ) + ( 2003) :,, 3 ;,,,,, Hatch (1983) / ( ), (UG ) ( ) ( Ellis, 1985: ; B raidi, 1999),, : 96,, L1 L , 0. 5 L1 L4, L5 L8 142, 1174, 375, 6, 6 1 L L L L L L L L ( % ) :, = 104

5 L1 L4, L5 L8 142, 1174, 375, 6, 6 1 L1 43 1 5 5 54 L2 31 2 5 3 4 13 58 L3 1 1 19 5 4 3 1 1 1 2 38 L4 1

3 : 1. 1 / ( ) ( ), : (1) A: B:?? L4 ( ) (, L4), ( ),, ( ),, ( ), : (2),? L5 ( ) (3)??? L5 ( ), L3 L5 3 ( ), ( ),,, ( ), ( 67% ), (4), ( 5), (6), (49% ), (10% ) (8% ) (4)? L3 ( ) (5)? L3 ( ) (6)? L2 (, ), : 2 +VP + L1 0 L2 2 2 L L L L L L , : / 105

4 ( 77 ) / / ( ), : (7)? L4 (9)? L8 (8)? L8 (10)? L6, ( 7) ( 8),, (, (10) ),, (L2 ), +VP (L6 ),,,,, / : / ( )? ( ) ( )? : (11) A:,, B:? L7 (, ; ) (12) ( ),? L8 ( ; ) (13) A: ( ) B:,? L8 (, ) / /,,?,, ( S?,, S?, ) ( ), ( 12% ), (, 1982: 297),, (3% ) : (14)? L5 (15) (?)? L ( ), ;, / / / / + / 7%,, (L5 - L8) (L1 - L4),? 11,? 5 : (16),? L8 106

5 : (17),? L6, /? 5, /? 4 : (18),? L1 (19),? L8 (16 9),? (11 ) ( ),, 4%,,, :? (7 ), A / B ( )? (5 ), X? (4 ) : (20)? L6 ( ) (21)? L8 ( ) (22)? L4 ( ),, 2. 1 ( ), 1, ( ) : 67% 12% 3% ( 1995) 30, 6 1, : ;,,, Hatch :, ( Ellis, 1985: 259),, ( ) ( ),,, ( ), ( 49% ), (3% ) :,, ( ),,,,, : (23) a.? (, ) b.? (, ) 107

6 ( 77 ) c.? (, ) d.? (,, ), (23a),, (23d), ( 23b) (23c) / /, Hatch / ( ),, ( ),, ( ) ( ) ; (49% 18% ) ; ( 1 ),,,,,,,,, : (24) a.? ( ; ; ) b.? ( ; ) c.? ( ; + ; ) d.,? ( ; ; ; ) : 3 ( % ) L L L L L L L L : = ; / = 108

? ( ; ; ) b.? ( ; ) c.? ( ; + ; ) d.,? ( ; ; ; ) 2.

7 : ( ), 3, ( 34% ),,, (L1 - L4) (L5 - L8) (59% 41% ) :, ;,,, ( ), :, (2. 1 ), /,, L3 ( 3% ),, (L5 L8 ) (L3 L4 L6 ) (L7 ), ( 10% ),, ( ),,, L2, (L1 - L4) ( 5% 7% ), (L5 - L8) ( 13% ) ( ), ( ),, ;,,, :, ( 3 L1 - L8, ) 3, : (L1 - L2) (L3 - L4) (L5 - L6) (L7 - L8) (, 10%, 3 ) 3. 1 (L1 - L2) :, ( 53% ), ( 10% ) 109

8 ( 77 ) 3. 2 (L3 - L4) :, ( 50% ), ( 13% ) (, Ellis, 1985: 197),, / / / / ;,, ( 11% ),, (??? ), ; ( Skehan, 1998: 48),,,, 3. 3 (L5 - L6) :,, 10%, :,, ( 10% ) ; (L5 11% ), (L6 10% ),,, : (25) A: B:!? ( ) (26)? ( ),,,, 3. 4 (L7 - L8) :, ( 10% ),, : 110

9 : ( ),, 10% 22%,,, ( ), ( ), ( ),, ( ),, :,,,,,,, (1991) (2003),,,,,,,,,,, 1 3, (2003), (1995), 1 (2000), 2 (1999), 1 (1986), 2 (1998), : 111

10 ( 77 ) (1991), : (1988), 2 (1982), : (1996), : (1998) 22, 4 (1985), 2 (2003), 1 B raidi, Susan M. Cazden, C. Ellis, R. ( 1999) The acquisition of second2language syntax. Oxford: Oxford University Press. ( 1972) Child language and education. New York: Holt R inehart & W inston. (1985) U nderstanding second language acquisition. Oxford: Oxford University Press. Freeman, D. L. and Long, M. H. ( 1991) A n introduction to second language acquisition research. London: Long2 man Group UK L im ited., :, 2000 Hatch, E. ( 1983) Psycholinguistics: A second language perspective. Rowley, M ass: Newbury House. Skehan, P. ( 1998) A cognitive approach to language learning. Oxford: Oxford University Press.,,, ( : ) ( 71 ) Derw ing, B. &W. Baker (1979) Resent research on the acquisition of English morphology. In P. Fletcher &M. Garman ( eds. ), L anguage A cquisition, New York: Cambridge University. Nagy, W. E. & R. C. Anderson ( 1984) How many words are there in p rinted school English? R eading Research Q uarterly 19, ,,,,, 30 ( : ) 112

Freeman, D. L. and Long, M. H. ( 1991) A n introduction to second language acquisition research. London: Long2 man Group UK L im ited., :, 2000 Hatch, E.

11 tions, i. e., it rises if the adjective meets the condition, otherw ise, it tend to fall. Key w ords ABB pattern statal adjective gradability The L2 acqu isition of Ch inese top ic con struction s CAO X iuling, et a l., p86 U sing both test data and p roduction data, this paper exam ined and compared the patterns disp layed by learners of different mother tongue backgrounds in understanding and using differ2 ent top ic constructions. W e have three m ajor findings: 1) learners do not seem to go through a universal stage of top ic p rom inence ; 2) at early stages, learners seem to use the simp lest SVO structure to analyze sentences, and as a result the comp lexity of sentence structures influ2 ence their understanding and use of top ic sentences; 3) top ic p rom inence in mother tongue does positively transfer to a top ic p rom inent target language, but this transfer ismore obvious in later stages than in earlier stages because of the conservatism of learners. Key w ords L2 Chinese acquisition top ic construction top ic p rom inence subject p rom inence L1 influence The d istr ibutiona l fea tures and develop ing of Ch inese yes2no question s used by elem en tary and in term ed ia te fore ign learners D ING Xuehuan, p103 Through statistics and analysis on the w ritten texts of dialogue, this paper has found out that elementary and interm ediate L2 Chinese learners of different mother tongue backgrounds use more yes2no questions of high degree interrogation than those of low degree interrogative and even more than rhetorical questions. There is a correlation between the frequency of yes2no questions in the output and the degree of naturalness and the m arkedness. The more p ragmatic ingredient the question contains, the more difficult it is, and the less frequently it is used. It is inferred, according to the frequency distribution and time of occurrence at different stages, the sequence of development of yes2no questions should be: high degree m a ( ) question low de2 gree m a ( ) question tag question and ba ( ) question rhetorical question. It is found that this sequence is roughly sim ilar for L1 and L2 Chinese learners. But the influence of the natu2 ralness and the markedness has more influence on the latter than on the former. Key w ords elementary and intermediate L2 Chinese learners yes2no questions fre2 quency naturalness markedness sequence of development The explic it and im plic it X in the phra se A n( ) B y n ( ) X X IAO X iq iang and ZHENG Q iaofe i, p113 The phrase A n ( ) B y n ( ) X can be used not only for both true or false comparison. It depends on whether the context is clear. W hen X is clearly shown by the con2 text, the X can either be exp licit or imp licit; otherw ise, the occurrence of X is conditioned by the follow ing factors: 1) whether the characteristic of B is the only one, and 2) whether the sim ilarity of A and B is beyond common sense. W hen it is a true comparison, the phrase has a correspondent negative form, whereas in a false comparison, it has no negative at all. A n ( ) B b y n ( ) X can be accep table only when X is an adjective used with measures and in the positive sense. In L2 Chinese teaching, we must avoid to give A n B b y n X as the negative form of A n B y n X, in order to reduce the occurrence of er2 rors by the learner. Key w ords n y n ( ) true comparison false comparison

, p86 U sing both test data and p roduction data, this paper exam ined and compared the patterns disp layed by learners of different mother tongue backgrounds in understanding and using differ2 ent

: ( Tsao, 1977; L i & Thomp son, 1976), ( 1998), : ( ), (43 ) (1) X ( emp ty subject), Y,, : [ s NP ( = X) [ sg ( = Y) + V ( + XP) ] ], (NP +V ( + XP)

: ( Tsao, 1977; L i & Thomp son, 1976), ( 1998), : ( ), (43 ) (1) X ( emp ty subject), Y,, : [ s NP ( = X) [ sg ( = Y) + V ( + XP) ] ], (NP +V ( + XP) 2006 3 ( 77 ) 3, :, ;, SVO, ;,,, 0. 1 ( ), (1978: 45) :,,, (1982: 95-96),,, L i & Thomp son (1976) ( top ic2p rom i2 nence), ( subject2p rom inence),,,, (L i & Thomp son, 1981; Huang, 1982;, 1998),, Xu