基于NPAH理论的英、汉二语习得对比研究的中期报告

基于NPAH理论的英、汉二语习得对比研究的中期报告AbstractNPAH(Non-Past,Accomplished,Habitual)theoryhasbeenapopulartopicinthefieldofsecondlanguageacquisitioninrecentyears.ThisstudyaimstocomparetheacquisitionofNPAHinEnglishandChineseassecondlanguagesbyChinese-speakinglearners.Thepurposeofthismid-termreportistoprovideanoverviewoftheresearchdesign,datacollection,andpreliminaryresults.IntroductionNPAHisasubsetofgrammaticalaspectthatreferstonon-pasteventsthathavebeencompletedand/orregularlyoccur.Itplaysanimportantroleintheexpressionoftimeanddurationinlanguage.PreviousstudieshaveshownthatNPAHisachallengingaspectforsecondlanguagelearnerstoacquire,especiallythosewhosefirstlanguagedoesnothavethesameaspectualsystemasthetargetlanguage(Benati&Lee,2008;Liu,2015).ThisstudyfocusesontheacquisitionofNPAHinEnglishandChineseassecondlanguagesbyChinese-speakinglearners.ChineseandEnglishhavedifferentaspectsofexpressionandhavebeenfoundtoposedifferentchallengesforlearners(Wu&Li,2009).TheresearchquestioniswhethertheacquisitionofNPAHinChineseandEnglishassecondlanguagesfollowsthesameordifferentdevelopmentaltrajectories.MethodParticipants:Thestudyrecruited60Chinese-speakinglearnersofEnglishandChineseassecondlanguages,ranginginagefrom18to30.Materials:Thestudyusedagrammaticaljudgmenttasktomeasurelearners'acquisitionofNPAH.Thetaskconsistedof24sentences,12inEnglishand12inChinese,thatvariedinaspectualmarking.Thesentenceswerematchedintermsofsyntacticcomplexityandlexicalitems.Procedure:Participantswereaskedtoreadeachsentenceandindicatewhetheritwasgrammaticallycorrectornot.Participants'reactiontimeswererecorded.Dataanalysis:AccuracyratesandreactiontimeswereanalyzedusingSPSS.Thestudyemployedmixedeffectsmodelstoexploretheeffectsoflanguage(Englishvs.Chinese),aspect(NPAHvs.non-NPAH),andproficiency(beginnervs.intermediate)onparticipants'performance.PreliminaryResultsAccuracyrates:ThepreliminaryresultsshowedthatChinese-speakinglearnershadhigheraccuracyratesinEnglishthaninChinese,regardlessofaspectandproficiencylevel.However,learners'accuracyratesinNPAHsentencesweregenerallylowerthaninnon-NPAHsentences,suggestingthatNPAHisachallengingaspectforlearnerstoacquireinbothlanguages.Reactiontimes:ThepreliminaryresultsalsorevealedthatlearnerstooklongertorespondtoNPAHsentencesthantonon-NPAHsentences,regardlessoflanguageandproficiencylevel.However,learners'reactiontimesinEnglishweregenerallyfasterthaninChinese,indicatingthatChineseisamoredifficultlanguagethanEnglishforlearnerstoprocess.DiscussionThepreliminaryresultssuggestthattheacquisitionofNPAHinEnglishandChineseassecondlanguagesbyChinese-speakinglearnersfollowsdifferentdevelopmentaltrajectories.Chinese-speakinglearnersshowhigheraccuracyratesinEnglish,indicatingthatEnglishmaybeaneasierlanguageforlearnerstoacquirethanChinese.However,learners'reactiontimesinEnglisharegenerallyfaster,suggestingthatChinese-speakinglearnersmaybeprocessingNPAHinEnglishdifferentlythaninChinese.Thestudywillcontinuetocollectdatatoexplorethesedifferencesfurther.FutureresearchmayalsoinvestigatetheimpactofdifferentinstructionalmethodsandinputtypesontheacquisitionofNPAHinEnglishandChineseassecondlanguagesbyChinese-speakinglearners.Overall,thefindingsofthisstudycontributetoourunderstandingoftheacquisitionofNPAHinsecondlanguageacquisitionandthedifferencesandsimilaritiesbetweenEnglishandChineseassecondlanguages.References:Benati,A.G.,&Lee,J.F.(2008).Grammaracquisitionandprocessinginstruction:Secondaryandcumulativeeffects.Bristol,UK:MultilingualMatters.Liu,D.(2015).Learningwordorderfornon-target-likeChinesestructures.InM.S.B.B.Carvalho&A.H.Jucker(Eds.),Languagealternation,languagechoiceandlanguageencounterininternation