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本研究在基于使用的语言学框架下,探讨了固化、语义占位、名词指称个体化程度等因素对中国学生习得英语名词可数性转换的抑制作用。受试为初三、高一和高三学生,实验要求他们对可数名词及其转换的不可数用法、不可数名词及其转换的可数用法进行可接受性判断。结果显示:可数名词的使用频率显著抑制受试对该名词转换的不可数用法的习得;可数名词与其转换的不可数用法语义相似度随着语言输入量的增加逐渐抑制转换的不可数用法的习得。不可数名词的使用频率和名词所指个体化程度显著抑制受试对该名词的转换可数用法的习得;不可数名词与其转换的可数用法语义相似度随着语言输入量的增加逐渐抑制转换的可数用法的习得。研究结果支持固化、语义占位、个体连续统假设。
This study explores the inhibitory effect of factors such as curing, semantic placeholder and the degree of individualization of nominal nouns on the conversion of Chinese learners’ nouns countable under the framework of using linguistics. The subjects were the third, the first and the third year students. The experiment required them to judge the acceptability of the uncountable usage of countable nouns and their conversion, uncountable nouns and the countable usage of their conversion. The results show that the use frequency of countable nouns remarkably suppresses the acquisition of uncountable usage of the nouns; the uncountable usage semantic similarity between countable nouns and conversions gradually suppresses the uncountable number of conversions as the number of language inputs increases Acquisition of usage. The use of uncountable nouns and the degree of individualization of nouns significantly inhibited the subjects’ acquisition of countable usages of the noun. The semantic similarity of uncountable nouns and their conversions gradually decreased with the increase of language input Acquisition of countable usage of conversions. The results support solidification, semantic occupancy and individual continuum hypothesis.