摘要
本研究在"基于用法的模型"框架内提出方位构式习得策略,并通过课堂教学对实验班非英语专业学习者进行为期四周的培训。实验结束后,实验班和控制班接受方位构式认知水平测试。结果表明,接受方位构式习得策略培训的实验班与控制班相比,方位构式认知水平有很大的提高,差异显著;实验班的方位构式认知水平逐渐接近英语本族语者的认知水平。方位构式习得策略的有效性得到体现。
This study puts forward locative construction acquisition strategy based on “usage-based model” and trains non- English majors in experimental class with the strategy within four weeks. After the training, experimental class and control class receive locative construction proficiency tests. The result indicates that the experimental class has significantly higher locative construction proficiency which is similar to natives＇ level, and the effectiveness of.locative construction acquisition strategy is identified.
出处
《外语教学理论与实践》
CSSCI
北大核心
2013年第2期60-65,共6页
Foreign Language Learning Theory And Practice
基金
重庆市社会科学规划项目"基于构式语法的二语习得研究"(编号:2009YY08)的阶段性研究
关键词
方位构式习得
习得策略
基于用法的模型
广域语义
狭域语义
locative construction acquisition
acquisition strategy
usage-based model
broad-range semantic
narrow-rangesemantic
