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近年来,二语语缺处理逐渐受到关注。本研究以两组不同语言水平的中国英语学习者和一组英语本族语者为受试,采用含有主语填充语缺的实验句进行在线阅读实验,考察主语填充效应在受试阅读过程中的心理现实性。结果显示,高分组二语学习者与英语本族语者一样,采用了句法语缺驱动的处理策略,阅读过程受到了主语填充效应影响;低分组二语学习者则采用不同的处理策略,没有经历主语填充效应。二语学习者的句法分析机制表现出一种随语言水平的提高而接近英语本族语者的趋势。
In recent years, the lack of second language has gradually drawn attention. In this study, two groups of Chinese EFL learners and a group of English native speakers with different linguistic levels were selected as the test subjects. Experimental readings with subject-filled subjects were used to conduct online reading experiments. Psychological reality. The results show that high-score second language learners, like native English speakers, adopt a syntactic-language-driven approach and the process of reading is affected by the subject-fill effect; low-group second language learners use different treatment strategies and no Experiencing subject padding. The syntactic analysis mechanism of L2 learners shows a tendency to approach English native speakers as their language level increases.