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依据语义突显层级理论 ,我们在 60名高三学生中进行了一项有关中学生如何发展对英语心理使役谓词零位 [使意 ]敏感度的语法判断实验 ,发现了一种与主语有生性有关的认知策略 :他们接受无生主语—动词—宾语经验者这种组合 ,而拒绝有生主语—谓词—宾语经验者的组合。主语有生性在中学生心理谓词习得中扮演了认知突破口的作用 ,这一认知策略使母语迁移因素相形见绌 ,影响心理谓词的整体习得过程 ,表明中学生对零位 [使意 ]的认知能力不仅与语言结构共性 ,而且与认知结构的共性都有很大关联
According to the level of semantic highlighting, we carried out a grammatical judgment experiment on how middle school students develop the sensitivity of zero [ambiguity] to English psychic causative predicates in 60 junior high school students and found that one kind of cognition Known strategies: They accept a combination of non-verb-verb-object experience and reject the naive-predicate-object experience combination. The subject’s vividness plays a cognitive breakthrough role in the acquisition of psychological predicates of middle school students. This cognitive strategy dwarfs the native language transfer factors and affects the overall acquisition process of psychological predicates, indicating that secondary school students’ cognition of zero [intention] Ability is not only common to the language structure, but also to the commonalities of the cognitive structure