摘要
本研究从一般过去时标记在使用中存在的问题(标记过度和标记缺失现象)出发对情状体假设作了进一步的验证。本文描述并分析了41篇英语叙述体作文,结果显示,标记过度和标记缺失现象最多出现于状态动词,其次是活动动词,然后是完结动词和达成动词,所反映的习得顺序基本支持情状体假设的第一个习得过程。与情状体假设的不符之处是,本研究中一般过去时标记最先标记终结性动词而非仅仅是瞬时性动词。另外,本文还验证了系动词be作为时态承载动词在习得过程中的特殊性。
The present study describes and analyses the inappropriate uses （ overgeneralization and undergeneralization） of the simple past marking in 41 narrative compositions of Chinese English students. The result shows that overgeneralization and undergeneralization appear the most in statives, then activities and finally aecorn p[ishments and achievements. The order of acquisition thus reflected basically supports the first claim of the Aspect Hypothesis. However, there is one inconsistent point,, telic verbs （accomplishments and achievements） instead of just punctual verbs （achievements only） are first marked. The special category of the copular be as a tense carrier is also testified and discussed.
出处
《外语教学》
CSSCI
北大核心
2007年第1期65-68,共4页
Foreign Language Education
基金
山东省政府留学基金资助
关键词
情状体
情状体假设
一般过去时标记
标记过度
标记缺失
lexieal aspect
the Aspect Hypothesis
simple past marking
overgeneralization
undergeneralization
