第一语言和第二语言使用者对 wh-clauses 分布特性的敏感性

IF 0.9 Q2 LINGUISTICS
Ivana Domazetoska, Helen Zhao
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引用次数: 0

摘要

本研究调查了母语和第二语言的英语使用者对wh-小句结构的了解,这些知识包括:(a)规定性,区分高频规定性和低频非常规规定性(我问他为什么他们同意/为什么他们同意),以及(b)命题类型,区分疑问句和非疑问句命题类型(我问/告诉他为什么他们同意)。我们还考虑了二语使用者的结构知识在多大程度上受到学习者目标语言经验的影响,如二语熟练程度、二语学习环境(ESL或EFL)和目标语言暴露。一项判断任务的结果显示,第二语言组和第二语言组的区分能力存在细微差别,更重要的是,第二语言组对命题类型的敏感性存在差异,但对惯例的敏感性没有差异。第二语言熟练程度、说话者的目标语沉浸体验时长和课堂曝光也会影响语言敏感性,这突出了目标语曝光的调节作用和课堂教学的重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
First and second language speakers’ sensitivity to the distributional properties of wh-clauses
The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type, differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating effect of target language exposure and an important role for classroom instruction.
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来源期刊
CiteScore
2.70
自引率
8.30%
发文量
24
期刊介绍: The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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