摘要
二语现在完成时的习得难度大,研究结论尚不一致。本研究基于取自SWECCL,CLEC和COLSEC的四个微型语料库,从形式与意义维度考察基础阶段大学生习得英语现在完成时的特征。研究结果与"突显度"假说相符,但与"形式优先"假说相悖。本文提出,外语环境下的二语时体习得具有系统性和动态性,其形式与意义的习得顺序并非恒定不变,课堂教学与二语时体项目难度、学习者个体差异、学习阶段及母语二语差异等多种变量交互作用,动态地影响二语时体习得。
L2 present perfect tense acquisition is notoriously diffi-cult, and the research on this issue has not got consistent find-ings. Based upon the four micro-corpora extracted from SWECCL, CLEC and COLSEC, the present study explores the freshmen and sophomores＇ formal and semantic acquisition of English present perfect tense. Research findings support the Sali- ency Hypothesis but contradict the Form-acquisition-priority Hy-pothesis. Therefore, the study tentatively proposes that L2 tense and aspect acquisition is systematic and dynamic in foreign lan-guage contexts, and there is not a stable/unchangeable order. The acquisition order and proficiency of L2 tense and aspect is dynamically influenced, shaped and even decided by the interac-tion of multidimensional factors including classroom teaching, the difficulty of certain L2 tense and aspect items, learner differ- ences ,learning stages, L1-L2 differences and some others.
出处
《外语与外语教学》
CSSCI
北大核心
2013年第4期67-71,共5页
Foreign Languages and Their Teaching
基金
教育部人文社会科学一般项目"中国大学生英语现在完成时习得研究:动态系统理论视角"(项目编号:12XJA740014)的部分成果
关键词
二语时体
现在完成时
突显度假说
形式优先假说
动态系统理论
L2 tense and aspect
present perfect tense
SaliencyHypothesis
Form-acquisition-priority Hypothesis
Dynamic Sys-tem Theory
