张婷婷

• 1:安徽大学国际教育学院

摘要(Abstract)：

本研究采用构式学习的快速匹配范式考察了34名零汉语学习经验的泰语母语者对形容词构式N-hen-A的习得情况。在学习阶段一，所有被试接受相同的目标构式N-hen-A的语言输入。在学习阶段二，学习者随机进入占位语境组和伪占位语境组。占位语境组的被试接受与目标构式(如“天空很红”)在语义和功能上相当的竞争构式N-AA-de(如“天空红红的”)的输入，而伪占位语境组的被试则接受与目标构式在语义和功能上不属于竞争关系的构式AA-de-N(如“红红的天空”)的输入。比较两组被试的产出测试成绩后发现：(1)学习阶段一后，被试成功概括出目标构式的规则，但出现过度泛化现象。(2)在学习阶段二后，占位语境组的目标构式产出率大幅降低，过度泛化现象较之前有所抑制，但伪占位语境组只在已学AA形容词项中有抑制现象。(3)占位语境对抑制过度泛化的作用受形容词类别和熟悉度的影响。本研究的结果支持双重统计学习机制假说：一方面，统计占位和保守固化均对零经验汉语二语学习者抑制过度泛化错误有积极作用，但二者的作用权重可能并不相同。另一方面，统计占位和固化保守机制的运转受词汇相关因素(如语义、熟悉度)的影响。

关键词(KeyWords)： 构式扩展抑制;统计占位;固化保守;零经验汉语二语学习者

Abstract:

Keywords:

基金项目(Foundation):

作者(Author): 张婷婷

DOI: 10.13724/j.cnki.ctiw.2022.04.009

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• (1)一些学者将过度泛化视作中介语系统的一个特征,是二语偏误的一种,区别于迁移错误(interference errors)、发展性错误(developmental errors)(Gass & Selinker,2008:108)。
• (2)国内一些学者也将之译为“占先统计”(梁君英,2007)、“基于统计的替代”(吴海波,2008)、“统计前摄”(韩百敬、薛芬,2014)、“语义占位”(张晓鹏、董晓丽,2017)、“统计优选”(杨连瑞、孙妙,2018)等。
• (3)也称“消极固化”(negative entrenchment)(Stefanowitsch,2008)。
• (4)本实验中不另设对照组,原因有二:第一,本实验中的所有被试在参加实验前无任何汉语学习经历,且所有被试在学习阶段一接受完全相同的输入;第二,鉴于本实验中,后测的任务为图片-句子产出任务,对于零经验的汉语二语学习者有很大的难度,基本可以默认对照组的后测成绩为零,故不另设对照组。
• (5)识字量测试制作与使用参考广泛应用于汉字习得研究中的识字量测试方法(张海威,2018)。
• (6)识字量测试、英语水平自评和工作记忆容量测量(正序、倒序数字广度测试)均在正式实验开始前完成。所有实验材料、指导语均提供泰、英两种文字。
• (7)汉语语言学中一般将形容词重叠式看做语用过程中产生的词形变化(周有斌,1995),而非作为独立的形容词类别。本研究聚焦形容词重叠式与状态形容词在整体语法功能上的共同特征,从零起点汉语学习者新范畴建立的角度进行形容词分类。
• (8)目标构式N-hen-A中的hen以及可替代构式N-AA-de中的de均可视为形容词谓语句中句法完成的必要成份(周有斌,1995)。
• (9)受研究范式和学习者水平的限制,本研究只讨论A形容词和AA形容词的基本语义上的相同,对形容词重叠形式有意义程度上的加强(朱德熙,1956、1980;Lakoff & Johnson,1980)等细微差别不做强调。
• (10)双音节填充形容词是用来降低被试单纯根据形容词的音节数目进行规则扩展的可能性。
• (11)为避免被试只进行构式与准备问题之间的联系,准备问题的形式也在试次之间交替变换(a.What’s the like?b.What does the look like?)。在学习阶段二中,伪占位语境的准备问题为 “c.What kind of do you see?”
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