2015 1 47 1 ( ) Jan.2015 ForeignLanguageTeachingandResearch (bimonthly ) Vol.47No.1 汉英儿童故事讲述任务中 * 完成体使用的对比研究 梁丹丹 宋宜琪 UniversityofOxford SamuelFORBES :, (5 6 8 10 ) : U,5 6,8,10 5 6 ;,, : [ 中图分类号 ]H319 [ 文献标识码 ]A [ 文章编号 ]1000-0429(2015)01-0081-13 1., (Chomsky1959), 1.1 时范畴与体范畴的关系, ;, : ( p erfective) (imperfective) (Leech &Svartvik1975;Comrie1976,1985;Binnick1991),, (Pinker&Bloom1990;Benazzo2009) Comrie (1976,1985), * (11CYY022; ) (10&ZD126; ) 81
2015 1 (deictic), ;, Comrie,, ; 1.2 英语和汉语完成体的可比性, +ed,,,, (1)Atseveno clockyesterday, Johnpromisedtogivemetenpounds. (2)Hereignedfortenyears. (3)Iwilhavefinishedtomorrow., -ed (1),, (2), -ed,,, (2), (3),, (3) -ed,, -ed,, -ed,, (Brinton1988),, -ed,, Comrie, (Li&Thompson1981;Smith1997),, (Comrie1976; 1943),,,, ( 2004),, ( 2002) 82
梁丹丹宋宜琪 SamuelForbes (Chao1968; 1942; 1992; 2002,2005) Huang ( 1988),, (4) (5) (Huang1988) (6) ( 2004) (4), 1,, V+ +O (5) Li&Thompson (1981), 2 V+O+, (4) (5) (4), (5),, ( ) (6),, 3 (2004) 3 1 (V+ ),,,,, ( 2 ), 3, 1 3,,, 1 3,,, 1.3 儿童对完成体的习得与使用 Wilson (2003),,,,3 (Ingham1998;Wexler1998;Wexleretal.1998) 4 ( buy bought), ;4,, buyed buyered, bought (Marcusetal.1992) 6,, (Plunket& Juola1999),8, Marcusetal.(1992), U, 83
2015 1 U,, 6 8,,, 5 6 8 10,, 2. 2.1 受试 40 10, 1:1 40,,25,15, 40,,, 1 t,,, p>.05 ;,, p<.01 84 1. 4;10(0.14) 4;10(0.40) 6;1(0.23) 6;3(0.15) 8;4(0.439) 8;2(0.29) 10;0(0.20) 10;0(0.34) :,
梁丹丹宋宜琪 SamuelForbes 2.2 实验设计 2( : / ) 4( ) 5 ( ) 6 ( ) 8 ( ) 10 ( ) 4( ) 2( : / ) 2.3 实验材料 Frog, Where Are You (,, Mayer1969) 80, (Bamberg1986) (Berman&Slobin1994) 24, 2.4 实验程序,,,,, Frog, Where Are You,,,,,,,,,,,,, Wigglesworth (1990) Berman&Slobin (1994) 2.5 数据处理 CHILDES(ChildLanguageDataExchangeSystem) CHAT, CLAN, CHAT,,, Brinton (1988) Brinton (1988), -ed, 85
2015 1, (2004), 1 3, 3. 3.1 英语儿童和汉语儿童完成体使用的基本情况, SPSS 2 2. 5 6 8 10 0.49(0.29) 0.47(0.33) 0.20(0.21) 0.25(0.29) 0.18(0.09) 0.23(0.10) 0.32(0.17) 0.55(0.11),,F(1,72)=0.43, p >.05,F(3,72)=1.48, p>.05,f(3,72)=8.93, p<.01, 5 6 8, p<.05 ; 5 6,5 6 10, p s>.05 5 6 10, p s<.01;8 10, p<. 05; 5 6 8, p s>.05 :5 6, p.01.05;8, p>.05 ; 10, p<.01 1. 86
梁丹丹宋宜琪 SamuelForbes 3.2 英语儿童规则动词和不规则动词完成体使用情况, ( ) / ( ) 4( ) 2( : / ),,F(3,36)=6.19, p<.01,5 8 10, p s<.01, 6, p>.05,f(1,36)=0.07, p>.05,f(3,36)=5.36, p<.01,5 6 8 10, p s<.01; 4, p s>.05 5 10,, p s >.05; 6,, p<.05 ; 8,, p<.05 3. 5 6 8 10 0.63(0.33) 0.56(0.31) 0.14(0.19) 0.16(0.19) 0.59(0.09) 0.40(0.28) 0.29(0.27) 0.23(0.21) 2., / 4 4. 5 0.11(0.19) 6 6 0.05(0.09) 4 8 0.08(0.18) 2 10 0.03(0.11) 1 87
2015 1,,,, p>.05, 4. 1,, 4.1 英语儿童和汉语儿童完成体使用的发展趋势, U :4, ;4, 6,, 8 (Marcusetal.1992;Wexleretal.1998;Plunket&Juola1999) 6,,, : 5 6,8,10, 5 6, 8 10, 10 5 10 6 10 8,10 5 (M=0.24) 10 6 (M=0.22) 10 8 (M=0.05),F(2,18)=3.51, p =.051, 10 8, U 5 6, ; 8,10,,5 10 U, 5 6 8, 8, 10,8 8,, 8,,10, 88
梁丹丹宋宜琪 SamuelForbes 4.2 英语儿童完成体使用发展趋势成因分析 :, (Berko1958) Marcusetal.(1992), :, ;, (Plunket&Juola1999),, (Hartshorne& Ulman2006),5 6, 5 6,,, (Kimetal.1991) 6,,,,8 10 1 2,,5 6 (-ed) (-ing ), ;8 10, (Barthes1975), 8 10, 8 10,,,,,,,5 ;6, 8, 10,,, 8, 8 :Theboyclimbeduptoadeer andthedeeristakingoffandrunning 89
2015 1 climbed,, take run,8,,, 8, 10,,,,,,, 6,,, 8 4.3 汉语儿童完成体使用发展趋势成因分析,5 6,,, 10,,,,5 6, 10, 50%,,, (7)-(10) +, ( 2007) (7) (9) (1990:175) :, (1996),,,, (7) (9) ( 2007) 90
梁丹丹宋宜琪 SamuelForbes (7) * Abirdfly. (8)Abirdflew. (9) * (10),, -ed,, ;, :,,,,,,,,,,,,,,,,,,,,,,, 4 24% 36% 32% 24%,,4 42% 60% 64% 79%, :5, ;6 8 5, p<.01,10 6 8, p s<.05, 5 6, 10 5 6,, 5 6 5 6,, + +and+ +,,,,, 5 6, 91
2015 1,,10,,10, 5.,5 10, U Bamberg, M.1986.Afunctionalapproachtotheacquisitionofanaphoricrelationships[J]. Linguistics24:227-284. Barthes,R.1975.Anintroductiontothestructuralanalysisofnarrative [J].New Literary History6:237-272. Benazzo,S.2009.Theemergenceoftemporality : Fromrestrictedlinguisticsystemstoearly humanlanguage[a].inr.botha&h.deswart(eds.).languageevolution:the View from Restricted LinguisticSystems [C].Utrecht:LOT.21-58. Berko,J.1958.Thechild slearningofenglish morphology [ J].Word14:150-177. Berman,R.&D.Slobin.1994.Diferent WaysofRelatingEventsin Narrative:A Cros-lin- guisticstudy [ M].Hilsdale,N.J.:Erlbaum. Binnick,R.1991.Timeandthe Verb:A Guideto Tenseand Aspect [M].New York:OUP. Brinton,L.1988.The DevelopmentofEnglish AspectualSystems [M].Cambridge:CUP. Chao,Y.1968.A GrammarofSpoken Chinese [M].Berkeley, CA.:UniversityofCalifornia Pres. Chomsky, N.1959.AreviewofB.F.Skinner sverbalbehavior [J].Language35:26-58. Comrie,B.1976.Aspect [M].Cambridge:CUP. Comrie,B.1985.Tense [M].Cambridge:CUP. Hartshorne,J.& M.Ulman.2006.Whygirlssay holded morethanboys [J].Develop- mentalscience9:21-32. Huang, L.1988.Aspect:A GeneralSystem andits Manifestationin Mandarin Chinese [M]. Taipei:StudentBook. Ingham,R.1998.Tensewithoutagreementinearlyclausestructure[J].Language Acquisi- tion 7:51-81. Kim,J.,S.Pinker,A.Prince&S.Prasada.1991.Whynomeremortalhaseverflownoutto centerfield [J].CognitiveScience15:173-218. Leech,G.&J.Svartvik.1975.A Communicative GrammarofEnglish [M].London:Longman. 92
梁丹丹宋宜琪 SamuelForbes niapres. Marcus,G.,S.Pinker,M.Ulman,M.Holander,T.Rosen,F.Xu& H.Clahsen.1992. Overregularizationinlanguageacquisition [J].MonographsoftheSocietyfor Research in Child Development57:1-182. Mayer,M.1969.Frog, Where Are You [M].New York:TheDialPres. Pinker,S.& L.Bloom.1990.Naturallanguageandnaturalselection [J].Behavioraland BrainSciences13:707-784. phology [ J].CognitiveScience23:463-490. Smith,C.1997.TheParameterofAspect (2ndedition)[M].Dordrecht:Kluwer. Wexler,K.1998.Veryearlyparametersetingandtheuniquecheckingconstraint:Anew explanationoftheoptionalinfinitivestage[j].lingua106:23-79. Wexler,K.,T.Carson& M.Rice.1998.SubjectcaseinchildrenwithSLIandunaffected controls:evidenceforthe Agr/Tnsomision model [J].Language Acquisition 7: 317-344. Li,C.&S.Thompson.1981.Mandarin Chinese [M].Berkeley, CA.:UniversityofCalifor- Plunket,K.&P.Juola.1999.AconnectionistmodelofEnglishpasttenseandpluralmor- Wigglesworth,G.1990.Children snarrativeacquisition:astudyofsomeaspectsofrefer- enceandanaphora[j].firstlanguage10:105-125. Wilson,S.2003.LexicalyspecificconstructionsintheacquisitionofinflectioninEnglish [J].JournalofChild Language30:75-115.,2002, [D],2004, [J], (1): 22-27,1992, [J], (1):14-20,2002, [J], (1):34-44,2005, [J], (1):25-27,1996, [J], (1):1-5,1990, [M] :,1942, [M] :,2007, [J], (5):89-94,1943, [M] :,2007, [J], (5):62-70 :2014 09 12;,2014 11 21;,2014 12 12;, 2014 12 16 :210097 ( ) Dept.ofExperimentalPsychology, Facultyof MedicalSciences,Universityof Oxford,UK (SamuelForbes) 93
2015 1 languageuse.threemainmodescanbeemployed:1)theuseofchineseindigenousverbsorphra- ses;2)theuseofcombinedexpresionsof markedafiliatedphrasesofmanner+ verb ;3)the useofserialverbconstructions.theresultsproposenewresearchprinciplesforthestudyofpracti- calwaystointegratecomponentsofenglish motioneventsintochinese,whichwilshedlighton furtherinvestigationintothere-lexicalizationandtypologicalcategoryofchinesedynamicevents. TheprocessingmechanismofinflectionalmorphologywithhighlyproficientChinese-Englishbilin- guals( p.55 ) CHEN Yaping (SchoolofEnglishandInternationalStudies,BeijingForeignStudiesUniversity,Beijing100089,China) Thispaperreportsresultsfromamaskedprimingexperimentinvestigatingtheprocesingof regularandirregularpast-tenseformsinhighlyproficientchinese-englishbilinguals.itisfound thatunlikenativespeakers,thesebilinguals procesingdisplaysstemfrequencyefectinregular formswith highfrequency wordsshowingcombinatorialprocesingandlow frequency words wholewordprocesing.thesamewholewordprocesingasthatofnativespeakersisfoundwith irregularforms.wearguethatthediferentprocesingbetweenhighandlowstemfrequencyregu- larformsmightbeduetothesuccesfuldisintegrationofhighfrequencywordstemsfromthein- flectedformsratherthanthecombinationofwordstemsandregularpasttensemorphologyasthe latermightnotbestoredinthementallexiconasanindependentunit.theprocesingmechanism regardingregularpast-tenseformsmightbefundamentalydiferentbetweennativespeakersand thesebilingualswhorelymoreonwholewordprocesinginlanguagecomprehension. AdynamiccasestudyonthedevelopmentofChineseEFLlearners writenlanguageproficiency ( p.67) WANG Haihua,LIBeibei&XU Lin (SchoolofForeignLanguages,Dalian MaritimeUniversity,Dalian116026, China) BasedonDynamicSystemsTheory, thisstudy, whichlastsfor48weeks,exploresthedevel- opmentoffournon-english majors linguisticaccuracy, fluency, lexicalcomplexityandgrammati- calcomplexityinenglishwriting.resultsshowthatthechangingtrajectoriesofstudents linguistic accuracy, fluency, lexicalcomplexityandgrammaticalcomplexityinenglishwritingarenon-line- ar,withpeaksandtroughs, progresandbacksliding.thedevelopmentoftheirwritenenglishis obviouslydynamicandvariable.thedevelopmentalpathforeachindividuallearnerdifersfrom thatofthegroup, whichshowsaslowerproces.asfordiferentindividuals,however,theyhave greatchangesatdiferenttimes.diferentfactors,includingsociallifeexperiences,languagein- put,writingtimeandafectivefactors,leadtotheseeminglysamechanges. AcontrastivestudyontheperfectiveaspectusedinEnglishandChinesechildren snaratives( p.81 ) LIANG Dandan &SONG Yiqi(SchoolofChineseLanguageandCulture,NanjingNormalUniversity,Nanjing210097, China) SamuelFORBES (Dept.ofExperimentalPsychology,FacultyofMedicalSciences,UniversityofOxford,UK) ThisstudycomparesChineseandEnglishonadevelopmentalscale,utilizingfourdiferent agegroupstoexaminethedevelopmentaltrendoftheperfectiveaspectusedundernarrativecon- ditions.resultsshowthat1)thedevelopmentaltrendsdifergreatly, withtheusagebyenglish subjectsdroppingsubstantialyuntiltheageofabout8years,whiletheusageof le bychinese subjectsincreasingexponentialyacrosthefouragegroupsinalowpercentage;2)the major diferencesacrosthetwolanguages, particularlyinthedevelopmentaltrends,arebelievedtobe influencedbytheexistentdiferencesbetweenthem,withaspectualmarkersbeingoptionalunder certaincircumstancesinchinese,butnotinenglish.someoftheexistingdiferencesresultfrom thediferencesingrammarandforminthetwolanguages. AcriticalreviewofacademicEnglishwritingstudies( p.94 ) XU Fang (SchoolofForeignStudies,NanjingUniversity,Nanjing210023,China) 160