基于Talmy的运动事件理论框架和Slobin的“thinking for speaking”假说,本文重点讨论了英汉母语者和中国英语学习者在自移运动事件中运动方式表达上的异同,并详细分析了母语如何影响中国英语学习者运动方式的英语表达。研究发现在自移...基于Talmy的运动事件理论框架和Slobin的“thinking for speaking”假说,本文重点讨论了英汉母语者和中国英语学习者在自移运动事件中运动方式表达上的异同,并详细分析了母语如何影响中国英语学习者运动方式的英语表达。研究发现在自移运动事件的运动方式句型选择上和细粒度方式动词使用上英汉母语者差异显著。中国不同水平的英语学习者之间差异较英语母语者小但各具特色,低水平者偏好使用松散句和描述性语言及粗粒度方式动词和细粒度副词描述具体运动方式,而高水平者尽管使用了细粒度方式动词,但仍会使用描述性语言或错误的变换细粒度动词的词性,从而偏好使用紧凑和松散句。以上表明母语思维会影响其对英语运动方式表达的习得,但影响程度会随英语水平的提高而减少。展开更多
Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 l...Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 learners due to the difficulty in finding separate measures of the two types.To address this gap,this study first investigated the construct validity of the four tests developed by R.Ellis(2005)intended to distinguish between the two knowledge types:anoral imitation test,a timed grammaticality judgment test(G J T),an untimed GJ T and a metalinguistic knowledge test.The four tests,all examining 17 English grammatical structures,were administered to 88 native speakers of Chinese studying English as their major at the first three year levels in a Chinese university.The results from a confirmatory factor analy sis(CFA)confirmed the two-factor solution for the implicit/explicit model proposed in R.Ellis(2005).Repeated measures ANOVA was then used to reveal develop mental trends of the two knowledge types in the EFL learners across the three y ear levels.The results showed that learners at higher year level(or higher proficiency level)generally had higher level of both implicit and explicit knowledge of grammatical structures,and overall,the Chinese EFL learners possessed hig her level of exp licit knowledge than implicit knowledge.With regard to individual grammatical structures,the results of this study confirmed R.Ellis(2006b)finding that the level of difficulty of grammatical structures varied according to whether it was implicit or explicit knowledge of the structures involved.展开更多
基金supported in part by the Graduate Student-Faculty Mentoring Research Program to the first, second, and fourth authors in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati, USA。
文摘基于Talmy的运动事件理论框架和Slobin的“thinking for speaking”假说,本文重点讨论了英汉母语者和中国英语学习者在自移运动事件中运动方式表达上的异同,并详细分析了母语如何影响中国英语学习者运动方式的英语表达。研究发现在自移运动事件的运动方式句型选择上和细粒度方式动词使用上英汉母语者差异显著。中国不同水平的英语学习者之间差异较英语母语者小但各具特色,低水平者偏好使用松散句和描述性语言及粗粒度方式动词和细粒度副词描述具体运动方式,而高水平者尽管使用了细粒度方式动词,但仍会使用描述性语言或错误的变换细粒度动词的词性,从而偏好使用紧凑和松散句。以上表明母语思维会影响其对英语运动方式表达的习得,但影响程度会随英语水平的提高而减少。
基金supported by the National Social Science Foundation of China (1 0BYY035 )National Research Centre for FL Education Foundation (Z GWY J Y JJ 2010A30)
文摘Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 learners due to the difficulty in finding separate measures of the two types.To address this gap,this study first investigated the construct validity of the four tests developed by R.Ellis(2005)intended to distinguish between the two knowledge types:anoral imitation test,a timed grammaticality judgment test(G J T),an untimed GJ T and a metalinguistic knowledge test.The four tests,all examining 17 English grammatical structures,were administered to 88 native speakers of Chinese studying English as their major at the first three year levels in a Chinese university.The results from a confirmatory factor analy sis(CFA)confirmed the two-factor solution for the implicit/explicit model proposed in R.Ellis(2005).Repeated measures ANOVA was then used to reveal develop mental trends of the two knowledge types in the EFL learners across the three y ear levels.The results showed that learners at higher year level(or higher proficiency level)generally had higher level of both implicit and explicit knowledge of grammatical structures,and overall,the Chinese EFL learners possessed hig her level of exp licit knowledge than implicit knowledge.With regard to individual grammatical structures,the results of this study confirmed R.Ellis(2006b)finding that the level of difficulty of grammatical structures varied according to whether it was implicit or explicit knowledge of the structures involved.
