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抑或是在語言學習過程中產生語言遷移效應，而將母語主題化結構轉移到英文的句子中。

本研究共有六項主題化相關之結構，即，「主題化、主詞省略、受詞省略、虛主詞省略、位移 ... 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (178.128.221.219)您好！臺灣時間：2022/01/2401:05 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 紙本論文 QRCode 本論文永久網址: 複製永久網址Twitter研究生:陳瑩樺研究生(外文):Ying-huaChen論文名稱:中文主題化結構對中國學生學習英文句構之影響論文名稱(外文):TheEffectofChineseTopicalizationontheAcquisitionofEnglishSyntacticStructurebyChineseEFLLearners指導教授:黃春騰指導教授(外文):Chuen-tengHuang學位類別:碩士校院名稱:國立彰化師範大學系所名稱:英語學系學門:人文學門學類:外國語文學類論文種類:學術論文論文出版年:2007畢業學年度:95語文別:英文論文頁數:172中文關鍵詞:中文主題化、普遍文法、第二語言習得、參數設定、語言遷移外文關鍵詞:Chinesetopicalization、UniversalGrammar、secondlanguageacquisition、parametersetting、languagetransfer相關次數: 被引用:0點閱:325評分:下載:0書目收藏:0 在漢語〈華語〉中，主題化結構廣泛地被使用，而在英語的語法中，含有主題化結構的句子則相當少見，由此可知，漢語與英語在主題化結構的用法上有很大的不同。

因此，本研究之目的在探討，對於以漢語為母語的英文學習者而言，在語言學習者必須重新設定主題化結構之參數值的情況下，學習者是否會運用普遍文法；換言之，本研究在探討第二語言學習者在學習語言之過程中，是否會將中文的主題化結構之參數值重新設定成為英文的非主題化結構之參數值。

抑或是在語言學習過程中產生語言遷移效應，而將母語主題化結構轉移到英文的句子中。

本研究共有六項主題化相關之結構，即，「主題化、主詞省略、受詞省略、虛主詞省略、位移、及缺乏主詞與動詞的一致性」。

本研究以480位以漢語為母語之英文學習者為研究對象，並將研究對象依照國中生、高中生、及大學生三種不同英語程度區分為三組。

本研究之測驗工具為自行編製之三種測驗，即，「翻譯題〈中翻英〉、單一選擇題、和段落文意選擇題」。

經測驗結果之分析，得到下列兩項主要發現：〈一〉本研究中的480位英文學習者，在學習過程中，一開始會先將其漢語的主題化相關結構遷移到英文的句子中，稱之為語言的負遷移現象。

但是隨著學習英文的時間及英文程度增加，學習者會漸漸地重新設定主題化相關結構之參數值，寫出非主題化結構的句子。

因此，學習者在第二語言習得的過程中，仍能運用普遍文法。

〈二〉在所有的主題化相關結構中，「主題化」是最難重新設定的語言參數；相反地，「位移」則是最容易重新設定的語言參數。

本研究的研究對象大約在學習英文的第二年，有可能甚至更早，便重新設定好「位移」的參數值，但是直到大學一年級，也就是一般認為學習英文的第七年，仍有學習者無法將「主題化」的參數值重新設定成英文的「非主題化」參數值。

至於其他有關主題化結構，如，主詞省略、受詞省略、虛主詞省略、及缺乏主詞與動詞的一致性，學習者大約在高中階段便將這些主題化相關結構重新設定為符合英文用法的參數值。

TopicalizationconstructionsarecommonlyusedinChinesebuttheyrarelyoccurinEnglish.Thiscausesbigdifferencesbetweenthetwolanguages.Therefore,thisstudyaimedtodeterminewhetherUniversalGrammarisstillavailableforsecondlanguagelearnerswheninvolvingapotentialparameterresettingcondition.ItaimedtofindoutwhetherlanguagetransferoccurswhenChineseL1learnersofEnglishacquiretheEnglishvalueoftheTopicalizationParameter(TP).IntheTP,Chinese,thelearners’L1,isthesupersetandEnglish,thelearners’L2,isthesubset.TheChinesepropertyclustersoftheTPcontainseveraltopicalizedconstructions,suchastopicalization,absenceofsubjects,absenceofobjects,absenceofdummysubjects,dislocation,andlackofsubject-verbagreement.Atotalof480Chinesestudentsparticipatedinthecross-sectionalsurvey.Therewerethreegroupsoftheparticipants:thejuniorhighschoolstudentgroup,theseniorhighschoolstudentgroup,andthecollegestudentgroup.EachgrouprepresentedanEnglishproficiencylevel.Threeself-designedtests,includingtranslation,multiple-choicequestions,andcontextualizedmultiple-choicequestions,wereusedtoinvestigatetheparticipants’performanceofthetopicalizedconstructionsinEnglish.Twomajorfindingswerefoundinthestudy.First,languagetransferoccursintheverybeginningoftheparticipants’learningoftheEnglishconstructionsinvolvingTP.However,thelearnersgraduallyresettheparametervalueintothatofthetargetlanguage.ThisshowsthatUniversalGrammarisstillavailablefortheselearnersintheiracquisitionofEnglish.Second,amongthesixtopicalizationconstructionsoftheTPexamined,topicalizationvalueisthemostdifficulttoreset,whiledislocationvalueistheeasiesttoreset.TheparticipantsmayhaveresetdislocationvaluearoundthesecondyearofEnglishlearningorprobablyevenearlier.TheyseemedtoresetmostoftheEnglishvaluesoftheothertopicalizationconstructions,suchasabsenceofsubjects,absenceofobjects,absenceofdummysubjects,andlackofsubject-verbagreement,aroundseniorhighschoolyears.However,thevalueofthetopicalizationconstructionwasthelasttobereset,i.e.,duringtheircollegeyearsorlater. CHAPTERONEINTRODUCTION1Introduction1BackgroundoftheStudy1MotivationandRationaleoftheStudy5PurposeoftheStudy7SignificanceoftheStudy8ResearchQuestions9DefinitionofTerms10OrganizationoftheStudy13SummaryofthisChapter14CHAPTERTWOLITERATUREREVIEW15TheoriesofLanguageAcquisition16UniversalGrammar17PrinciplesandParameters19Principles20Parameters24ParameterSettinginUG-ConstrainedGrammarsSummaryofUG26UniversalGrammarandFirstLanguageAcquisition27ThreeProblemswithInput29Underdetermination29Degeneracy31NegativeEvidence32ThePovertyoftheStimulus35UniversalGrammarandSecondLanguageAcquisition38UGAccess38DirectAccesstoUG39IndirectAccesstoUG40NoAccessorPartialAccesstoUG41SubsetPrinciple42LanguageTransfer47TheNotionofLanguageTransfer48PositiveandNegativeTransfer51NecessaryConditionsforTransfer55LanguageTransferandUniversalGrammar56TheFullTransferFullAccessHypothesis61TheMinimalTreesHypothesis62TheValuelessFeaturesHypothesis63FullAccessHypothesis64ComparativeAnalysisofChineseandEnglish68DistinctionbetweenSubjectandTopic68LanguageCategories73ChineseasaTopic-ProminentLanguagevs.EnglishasaSubject-ProminentLanguage75TopicalizationConstructions80TheTopicalizationConstruction(TConstruction)81TheSubjectAbsenceandObjectAbsenceConstruction(SAandOAConstruction)83TheDislocationConstruction(DConstruction)84TheDummySubjectAbsenceConstruction(DSAConstruction)85TheLackingofSubject-VerbAgreementConstruction(LSAConstruction)85SummaryofthisChapter87CHAPTERTHREEMETHODOLOGY89ResearchDesign89Participants89Materials90DataCollection93DataAnalysis94SummaryofthisChapter94CHAPTERFOURRESULTSANDDISCUSSION96ResultsoftheSixTopicalizationConstructions96FindingsofResearchQuestionOne114TheParticipants’OverallPerformanceontheTopicalizationConstructions115FindingsofResearchQuestionTwo120DifferentPerformancesamongGroups122FindingsofResearchQuestionThree126FindingsofResearchQuestionFour127InfluenceofTaskTypes128CHAPTERFIVECONCLUSION131PedagogicalImplications133LimitationsoftheStudy135SuggestionsforFurtherResearch137APPENDIXES151AppendixA:TheTopicalizedConstructionTest(PartI:Translation)151AppendixB:TheTopicalizedConstructionTestwithCodes(PartI:Translation)152AppendixC:TheTopicalizedConstructionTest(PartII:Multiple-ChoiceQuestions)154AppendixD:TheTopicalizedConstructionTestwithCodes(PartII:Multiple-ChoiceQuestions)157AppendixE:TheTopicalizedConstructionTest(PartIII:ContextualizedMultiple-ChoiceQuestions)160AppendixF:TheTopicalizedConstructionTestwithCodes(PartIII:ContextualizedMultiple-ChoiceQuestions)165AppendixG:CorrectSheet170 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 國圖紙本論文 推文 網路書籤 推薦 評分 引用網址 轉寄                                                                                                                                                                                                                    top 相關論文 相關期刊 熱門點閱論文 1. 台灣學生英語疑問詞問句之第二語言習得 2. 以英語為外語的學生對英語動狀詞結構之習得   1. [11]謝敬義(1984)，中橫公路梨山德基地區邊坡破壞之調查與處理、地工技術雜誌，第7期，pp.50~61。

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