基于語(yǔ)料庫(kù)的中國(guó)大學(xué)生英語(yǔ)迂回使役構(gòu)式的習(xí)得研究報(bào)告

-.z英語(yǔ)迂回使役構(gòu)式論文：基于語(yǔ)料庫(kù)的中國(guó)大學(xué)生英語(yǔ)迂回使役構(gòu)式的習(xí)得研究【中文摘要】20世紀(jì)80年代后期興起的構(gòu)式語(yǔ)法理論作為認(rèn)知語(yǔ)言學(xué)研究的一種新的理論*式在短短三十幾年取得了很大的開(kāi)展。構(gòu)式語(yǔ)法的創(chuàng)始人Goldberg認(rèn)為語(yǔ)言的根本單位是構(gòu)式而非句法單位及規(guī)則。而構(gòu)式則被其定義為“形式和意義的配對(duì)〞。Goldberg認(rèn)為語(yǔ)言系統(tǒng)是由一系列逐漸抽象化的構(gòu)式組成的連續(xù)體,這些構(gòu)式小至語(yǔ)素,大至完全抽象化構(gòu)式。構(gòu)式語(yǔ)法特別注重語(yǔ)義研究,它創(chuàng)造性地引入“構(gòu)式意義〞這一概念,并成功地將其應(yīng)用到對(duì)題元構(gòu)造的語(yǔ)義分析中。由cause,make,have,get所引導(dǎo)的幾個(gè)相似的英語(yǔ)迂回使役構(gòu)式的語(yǔ)義問(wèn)題引起過(guò)語(yǔ)言學(xué)家的特別關(guān)注。喬姆斯基曾把cause,make,have,get定義為語(yǔ)義已經(jīng)漂白的“輕動(dòng)詞〞,也就是說(shuō),由他們引導(dǎo)的迂回使役構(gòu)式是可以完全互換的。而構(gòu)式語(yǔ)法則奉行“構(gòu)式無(wú)同義〞的原則,即“只要是形式不同,意義一定不同〞,而這種意義的差異被歸為不同構(gòu)式的構(gòu)式意義的差異。因此,上述使役動(dòng)詞所產(chǎn)出的不同構(gòu)式都應(yīng)具有不同的構(gòu)式意義。Gilquin在對(duì)本族語(yǔ)語(yǔ)料的分析中總結(jié)出了上述迂回使役構(gòu)式的不同的構(gòu)式意義。由于采用以語(yǔ)言運(yùn)用為根底的研究模式,構(gòu)式語(yǔ)法尤其重視對(duì)語(yǔ)言習(xí)得的研究。雖然目前國(guó)內(nèi)研究構(gòu)式語(yǔ)法的文獻(xiàn)層出不窮,但在構(gòu)式語(yǔ)法的框架下對(duì)具體構(gòu)式的二語(yǔ)習(xí)得研究卻并不多見(jiàn),特別是英語(yǔ)迂回使役構(gòu)式的構(gòu)式意義的習(xí)得研究更是一大空白。因此,本文在構(gòu)式語(yǔ)法的理論框架下對(duì)中國(guó)大學(xué)生英語(yǔ)迂回使役構(gòu)式習(xí)得情況進(jìn)展系統(tǒng)地分析研究,以期為二語(yǔ)教學(xué)帶來(lái)一些啟示意義。本文通過(guò)對(duì)中國(guó)大學(xué)生學(xué)習(xí)者語(yǔ)料庫(kù)SWECCL中7個(gè)英語(yǔ)迂回使役構(gòu)式,,,,,,實(shí)例的檢索,試圖為以下研究問(wèn)題提供答案：中國(guó)大學(xué)生對(duì)這7個(gè)英語(yǔ)迂回使役構(gòu)式習(xí)得的總體特征如何?中國(guó)大學(xué)生對(duì)英語(yǔ)迂回使役構(gòu)式的使用中是否反映出不同的構(gòu)式意義的習(xí)得?如果有反映,其習(xí)得程度如何?中國(guó)大學(xué)生對(duì)英語(yǔ)迂回使役構(gòu)式構(gòu)式意義的習(xí)得是否與其英語(yǔ)水平相關(guān)?其習(xí)得開(kāi)展模式是什么樣的?本文利用對(duì)所檢索出的實(shí)例相關(guān)的頻數(shù)統(tǒng)計(jì)分析及構(gòu)式搭配分析法,得出以下主要結(jié)論：1.中國(guó)大學(xué)生對(duì)英語(yǔ)迂回使役構(gòu)式的習(xí)得總體上反映“構(gòu)式泰迪熊〞的現(xiàn)象,即較多使用由核心使役詞匯構(gòu)成的構(gòu)式,較少的使用非核心使役詞匯構(gòu)成的構(gòu)式。中國(guó)大學(xué)生對(duì)英語(yǔ)迂回使役構(gòu)式的習(xí)得沒(méi)有完全表達(dá)出不同的語(yǔ)體傾向,說(shuō)明其對(duì)構(gòu)式使用的語(yǔ)域意識(shí)不強(qiáng)。2.中國(guó)大學(xué)生對(duì)英語(yǔ)迂回使役構(gòu)式的使用中反映出了不同的構(gòu)式意義的習(xí)得,他們能夠有意識(shí)地把不同的構(gòu)式義與具體的句法構(gòu)造聯(lián)系起來(lái),但所產(chǎn)出的反映出構(gòu)式義的構(gòu)式類型不豐富,頻數(shù)缺乏,語(yǔ)義傾向沒(méi)有本族語(yǔ)者明顯。3.中國(guó)大學(xué)生對(duì)英語(yǔ)迂回使役構(gòu)式構(gòu)式意義的習(xí)得程度與其英語(yǔ)水平是正相關(guān)的,其習(xí)得模式根本是呈線性開(kāi)展的。針對(duì)以上的研究結(jié)果,我們認(rèn)為應(yīng)提倡樹(shù)立二語(yǔ)教學(xué)的構(gòu)式觀,充分重視構(gòu)式意義的教學(xué)。教師應(yīng)有意識(shí)地為學(xué)習(xí)者提供具體的構(gòu)式實(shí)例,引導(dǎo)他們將不同的構(gòu)式義與句法構(gòu)造聯(lián)系起來(lái),防止按照傳統(tǒng)教學(xué)法把詞匯教學(xué)和語(yǔ)法教學(xué)分裂開(kāi)?！居⑽恼緾onstructionGrammar,establishedinthelate1980s,hasgonethroughconsiderabledevelopmentsduringtheshortperiodofthirtyyearsasaninnovativetheoreticalpatternofCognitiveLinguistics.Goldberg,thefounderofConstructionGrammar,advocatesthatthebasicunitsoflanguagearenotsyntacticunitsandrulesbutconstructions,whicharedefinedas“form-meaningpairs〞.InGoldberg’spointofview,thelinguisticsystemisviewedasacontinuumofsuccessivelymoreabstractconstructions,fromsinglemorphemestoabstractconstructions.Layingmuchemphasisonsemantics,Goldbergcreativelyintroducedthenotionof“ConstructionalMeaning〞andsuccessfullyappliedittothesemanticanalysisofargumentstructure.ThesemanticsofseveralsimilarEnglishperiphrasticcausativeconstructionsledbythecausativeverbscause,make,have,andgethasbeendrawingattentionoflinguists.IntheviewpointofChomsky,thefounderofTransformation-GenerativeGrammar,thesecausativeverbsareconsideredas“l(fā)ightverbs〞whichhavebeensemanticallybleached.Namely,theEnglishperiphrasticcausativeconstructionsledbytheseverbscouldbeinterchangeable.AsarebelliontoTransformation-GenerativeGrammar,ConstructionGrammarholdsthe“NoSynonymyPrinciple〞,whichstatesthat“iftwoconstructionsaresyntacticallydistinct,theymustbesemanticallydistinct〞Moreover,thisdifferenceinmeaningsisattributedintothedifferenceintheconstructionalmeaningsfromdifferentconstructions.Inthissense,thoseEnglishperiphrasticcausativeconstructionsmusthavedistinctconstructionalmeanings.Gilquinhaseversummarizedthesedistinctivemeaningsbasedonthedatafromnativespeakers’corpus.Asadoptingausage-basedresearchmodel,ConstructionGrammarpaysmuchattentiontotheresearchonlanguageacquisition.ThoughliteratureonConstructionGrammarathomemushroomsinrecentyears,theresearchesontheacquisitionofacertainkindofconstructionsundertheframeworkofConstructionGrammarremainscarce,especiallytheresearchontheacquisitionofconstructionalmeaningsofEnglishperiphrasticcausativeconstructionsisstillagap.Therefore,thisthesissystematicallysurveysChineselearners’acquisitionofEnglishperiphrasticcausativeconstructionsundertheframeworkofConstructionGrammarinanattempttoprovidesomeenlightenmentforsecondlanguageteaching.BymeansoftheinstancesofsevenEnglishperiphrasticcausativeconstructions[*CAUSEYVto-inf],[*MAKEYVinf],[*MAKEYVpp],[*GETYVto-inf],[*GETYVpp],[*HAVEYVinf]and[*HAVEYVpp]retrievedfromSWECCL(SpokenandWrittenEnglishCorpusofChineseLearners),thisthesisattemptstoanswerthefollowingresearchquestions:WhataretheoverallcharacteristicsofChineselearners’acquisitionofthesevenEnglishperiphrasticcausativeconstructions?Istheacquisitionoftherespectiveconstructionalmeaningsoftheseconstructionsreflectedtosomee*tentintheChineselearners’output?Ifso,howmuchisthedegreeofChineselearners’acquisitionofdifferentconstructionalmeaning?IsChineselearners’acquisitionofdifferentconstructionalmeaningsoftheseconstructionsrelatedwiththeirEnglishproficiency?Howdoesthepatternofsuchacquisitiondevelop?ThroughthefrequencyanalysisandcollostructionalanalysisoftheinstancesretrievedfromChineselearners’corpus,thethesisproducesthemajorfindingsasfollows:1.Chineselearners’acquisitionofthesevenEnglishperiphrasticcausativeconstructionsgenerallyreflectsthe“ConstructionalTeddyBear〞phenomenon,whichmeansthatwhenfacedwiththeseveralsimilarperiphrasticcausativeconstructions,Chineselearnerswouldprobablyprioritizethecausativeconstructionsledbythetypicalcausativeverbmakewhichhasbeenearlylearntandwidelyusedinsteadofchoosingthecausativeconstructionsledbytheatypicalcausativeverbs.Chineselearners’outputoftheseconstructionshasnotdisplayedthedistinctivestylisticspreferences,indicatingthattheylacktheawarenessofregistertosomee*tentinuseoftheseconstructions.2.Chineselearnershaveoutputsomeinstanceswithconstructionalmeaningsofeachcausativeconstruction,whichmeanstheyhaveacquiredthedistinctiveconstructionalmeaningstoadegree.Butthisdegreeisstilllowinthattheinstanceswithconstructionalmeaningsfromtheiroutputareofinsufficienttokenandtypefrequency.Theirsemanticpreferenceisnotasconspicuousasthatofnativespeakers.3.Chineselearners’acquisitionoftheconstructionalmeaningsofthesevencausativeconstructionsisrelatedwiththeirEnglishproficiencyandsuchacquisitiondevelopslinearlyduringtheperiodoffouryears.Asfarastheseresultsareconcerned,itissuggestedthattheconstructionalperspectiveshouldbeestablishedinthesecondlanguagepedagogics,whichcallsfortheattentiononconstructionalmeaningteaching.Teachersshouldconsciouslyoffertheinstancese*pressingdifferentconstructionalmeaningstothelearnersandteachthemtolinkthedistinctiveconstructionalmeaningswithdistinctivesyntacticalstructures,incaseoftheisolationbetweenle*icalteachingandgrammarteachingwhichisfrequentlyseenwithinthetraditionalpedagogicsofEnglishathome.【關(guān)鍵詞】英語(yǔ)迂回使役構(gòu)式第二言語(yǔ)習(xí)得構(gòu)式意義構(gòu)式搭配分析法【英文關(guān)鍵詞】Englishperiphrasticcausativeconstructionsecondlanguageacquisitionconstructionalmeaningcollostructionalanalysis【目錄】基于語(yǔ)料庫(kù)的中國(guó)大學(xué)生英語(yǔ)迂回使役構(gòu)式的習(xí)得研究

Acknowledgements

4-5

Abstract

5-7

摘要

8-13

ListofTables

13-14

ListofFigures

14-15

ChapterOneIntroduction

15-18

1.1OriginoftheStudy

15-16

1.2PurposeandSignificanceoftheStudy

16-17

1.3OrganizationoftheThesis

17-18

ChapterTwoLiteratureReview

18-34

2.1RelevantStudiesAbroad

18-30

2.1.1StudiesofConstructionGrammar

18-25

2.1.2StudiesofLanguageAcquisitionfromthePerspectiveofConstructionGrammar

25-26

2.1.3StudiesofaCorpus-basedApproachtoConstructionGrammar

26-28

2.1.4StudiesofPeriphrasticCausativeConstruction

28-30

2.2RelevantStudiesatHome

30-33

2.2.1StudiesofConstructionGrammar

30-31

2.2.2StudiesofSecondLanguageAcquisitionfromthePerspectiveofConstructionGrammar

31-32

2.2.3StudiesofEnglishPeriphrasticCausativeConstruction

32-33

2.3Summary:AchievementsandLimitations

33-34

ChapterThreeMethodology

34-43

3.1WorkingDefinitionandScopeofEnglishperiphrasticconstructions

34-35

3.2ResearchQuestions

35-36

3.3DataSourceandInstruments

36-37

3.4MethodsandProcedures

37-43

3.4.1PretreatmentoftheCorpusData

37

3.4.2RetrievaloftheConstructions

37-38

3.4.3Post-editingoftheConstructions-SenseAnnotationoftheVerbsintheEFFECTSlot

38-39

3.4.4StatisticalAnalysis

39-43

ChapterFourResultsandDiscussion

43-63

4.1GeneralCharacteristicsofChineseLearners’AcquisitionofEnglishPeriphrasticCausativeConstructions

43-45

4.2ChineseLearners’acquisitionoftheconstructionalmeaningsofsevenEnglishPeriphrasticCausativeConstructions

45-58

4.2.1Theacquisitionoftheconstructionalmeaningof[*CAUSEYVto-inf]

45-47

4.2.2Theacquisitionoftheconstructionalmeaningof[*GETYVto-inf]

47-48

4.2.3Theacquisitionoftheconstructionalmeaningof[*HAVEYVinf]

48-49

4.2.4Theacquisitionoftheconstructionalmeaningof[*MAKEYVinf]

49-51

4.2.5Theacquisitionoftheconstructionalmeaningof[*HAVEYVpp]