自21世紀(jì)之初以來,生成語言學(xué)二語習(xí)得研究關(guān)注的焦點(diǎn)已經(jīng)從早期的普遍語法可及性研究轉(zhuǎn)變?yōu)閷ΧZ變異性的探討。在最簡方案理論框架下,語言之間的參數(shù)差異主要是由功能語類所包含的形式特征造成的,因而形式特征成為當(dāng)前生成語言學(xué)二語習(xí)得研究的核心。然而,二語的變異性很難用傳統(tǒng)的一分為二的參數(shù)研究方法來解釋。形式特征在不同語言中的表征形式及表征環(huán)境的對比分析為探討二語習(xí)得的持久變異性提供了一個富有前景的研究視角。在這一宏觀背景之下,本研究采用特征對比分析法探討中國英語學(xué)習(xí)者對wh-疑問句的習(xí)得情況。英語中的疑問標(biāo)句詞C所包含的[uwh*]特征需要移動wh-詞到CP標(biāo)志語的位置來核查,而與之對應(yīng)的漢語中的[uwh]特征可以被位于原位的wh-詞核查。英語中的問句特征[Qu_+AFFIX]通過移動助動詞到標(biāo)句詞C來實現(xiàn),而漢語中的問句特征[Qu_-AFFIX]則是通過問句語素(顯性或隱性)直接實現(xiàn)的,而且問句語素基礎(chǔ)生成于標(biāo)句詞C。本研究主要探討了中國英語學(xué)習(xí)者能否習(xí)得這些疑問特征的句法表征、表征環(huán)境、詞匯形式,以及導(dǎo)致習(xí)得變異和困難的可能原因。本研究一共采用了四...

【文章頁數(shù)】：206 頁

【學(xué)位級別】：博士

【文章目錄】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Objectives and Significance
    1.3 Organization of this Dissertation
Chapter 2 Theoretical Framework
    2.1 Minimalist Syntax
    2.2 Feature Architecture
        2.2.1 Classification of Features
        2.2.2 Feature Checking Mechanism
    2.3 The Feature Reassembly Hypothesis
    2.4 Contrastive Analysis of WHQs in English and Chinese
        2.4.1 Wh-Movement and Movement Constraints in English
        2.4.2 Wh-Movement and Unselective Binding in Chinese
        2.4.3 Head-Movement in English
        2.4.4 Wh-Scope Interpretation in English and Chinese
    2.5 A Unified Account for WHQs in English and Chinese
Chapter 3 Literature Review
    3.1 Previous Research on L2A of WHQs
        3.1.1 Wh-Movement and Access of UG Principles
        3.1.2 Wh-Movement and Feature Selection
        3.1.3 L2 Acquisition of Subject-Auxiliary Inversion
    3.2 L2 Acquisition of Wh-words as EPWs
    3.3 Previous Studies with the Feature Reassembly Approach
    3.4 Wh-Scope Interpretation in L2 Acquisition and Processing
Chapter 4 Experimental Design
    4.1 Introduction
    4.2 Research Questions
    4.3 Methodology
        4.3.1 Participants
        4.3.2 Tasks and Materials
        4.3.3 Testing Procedures
        4.3.4 Data Collection and Data Trimming
    4.4 Summary
Chapter 5 Results of Experiments
    5.1 Introduction
    5.2 Results of the AJT
        5.2.1 Syntactic Representations of Interrogative Features in S-WHQs
        5.2.2 Syntactic Representations of Interrogative Features in E-WHQs
    5.3 Results of the GJT
        5.3.1 Results of Judgment on Wh-movement Constraints
        5.3.2 Results of Judgment on T-to-C Movement Constraints
    5.4 Results of the CETT
        5.4.1 Feature Mapping Between Chinese Wh-words and English Equivalents
        5.4.2 Syntactic Representations of Interrogative Features in the CETT
        5.4.3 Wh-word Effect on Wh-movement and T-to-C Movement in the CETT
    5.5 Results of the SPRT
        5.5.1 Scope Reading Preference in the SPRT
        5.5.2 Scope Reading Times in the SPRT
    5.6 Summary
Chapter 6 Discussion
    6.1 Introduction
    6.2 Acquisition of the Syntactic Representations of Interrogative Features
        6.2.1 General Success in the Acquisition of Interrogative Features
        6.2.2 Asymmetry in Acquiring Syntactic Representations of Interrogative Features
        6.2.3 Asymmetry in Acquiring T-to-C Movement by Native Speakers
    6.3 Acquisition of the Conditioning Environments of Interrogative Features
        6.3.1 General Discussion on the Acquisition of Conditioning Environments
        6.3.2 Asymmetry in Acquiring Wh-movement Constraints
        6.3.3 Asymmetry in Acquiring Head-movement Constraints
    6.4 Lexicalization of the [wh] Feature and the [u NV] Feature
    6.5 Wh-word Effect on Wh-movement and T-to-C Movement
        6.5.1 Wh-word Effect on Wh-movement
        6.5.2 Wh-word Effect on T-to-C movement
        6.5.3 Absence of Wh-word Effect in B-WHQs
    6.6 Asymmetric Interpretation of Wh-scope Readings
    6.7 Summary
Chapter 7 Conclusion
    7.1 Major Findings and Contributions
    7.2 Implications for Teaching
    7.3 Limitations and Further Research Directions
References
Appendix 1: Target sentences of the AJT
Appendix 2: Target sentences of the GJT
Appendix 3: Target sentences of the CETT
Appendix 4: Items of the SPRT



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