摘要
二语习得是一个动态变化过程,二语句法习得呈阶段性发展。普遍语法制约下的二语句法系统从初始状态开始进入初期状态,历经不同阶段,直至发展完备。本文阐述了二语句法发展的不同维度(如习得顺序、广度与深度),用L2英语疑问句的阶段性数据探讨了阶段性的界定问题,分析显示,表层形态证据不足以揭示二语句法隐藏的发展规律。我们尝试用句法理论概念(如C,T和V)重新解读Braidi的数据,发现英语疑问句的发展分为6个阶段不能准确地揭示二语句法的发展;二语句法阶段的界定依据应该是句法知识的习得,而不是表层形态的准确性。形态标记的准确率只能作为形态发展的依据,二语习得者掌握句法知识后,还须要逐一将其与具体形态匹配起来,完成句法-形态映射。
It is argued that second language acquisition is a dynamic process of linguistic change, in which L2 syntax develops by phase. UG-constrained L2 syntax starts from its initial state and progresses to its early state, undergoing various phases, until it reaches its perfect state. The author attempts to define the dimensions of L2 syntactic development such as acquisition order, width and depth, and the phasal features of L2 syntax on the basis of L2 English interrogatives. It is shown that evidence from surface morphological realizations is not sufficient to unravel the hidden developmental patterns of L2 syntax. The application of theoretical concepts such as C, T and V to the analysis of Braidi＇ s data leads to the conclusion that the six-stage classification of L2 English interrogatives fails to demonstrate L2 syntactic development accurately. The paper maintains that phases of L2 syntac- tic development should be defined by means of the acquisition of syntactic knowledge rather than mere assessment of the accuracy of surface morphological realizations, which is only indicative of L2 morphological development. What follows the acquisition of L2 syntactic knowledge is a gradual, cumulative mapping of this knowledge to individual morphological forms, culminating in syntax-morphology mapping.
出处
《外语学刊》
CSSCI
北大核心
2011年第5期124-131,共8页
Foreign Language Research
基金
北京外国语大学校级项目"二语习得的理论建设探索"(08002)的阶段性成果
