在第二语言说话者中,词法特定的语法限制
Mariana Vega-Mendoza1,2, Iva Ivanova3, Janet F McLean4
1Psychology, Department of Health, Education, and Technology, Luleå University of Technology, Luleå, Sweden.
Journal of memory and language
|September 20, 2024
概括
第二语言 (L2) 英语发言者通过英语中的统计学习来学习动词语法,而不是从他们的第一语言 (L1) 中概括. 这适用于抽象结构和词汇特定信息.
科学领域:
- 心理语言学 心理语言学
- 获得第二语言的学习.
- 计算语言学 计算语言学
背景情况:
- 了解第二语言 (L2) 讲者如何获得复杂的语法结构对于语言学习理论至关重要.
- 调查第一语言 (L1) 通用化与L2统计学习在L2语法开发中的作用.
研究的目的:
- 为了检查高度熟练,沉浸的L2英语说话者如何代表英语动词的词汇特定的语法限制.
- 区分L1概括和L2统计学习作为获取语法知识的机制.
主要方法:
- 两项结构性原始化实验与L2英语使用者 (德语和罗曼语L1) 进行.
- 参与者被启动以产生不常见的双对象结构与非交替的dative动词.
- 分析了基于prime类型 (非语法与语法) 和动词属性的原始化效应.
主要成果:
- 讲L2的人显示了支持英语 (L2) 中抽象统计学学习的原始化效应.
- 在讲德语的人与讲德语的人之间没有观察到任何显著的差异. 浪漫的L1s,与L1概括预测相矛盾.
- 一个"词汇提升"效应表明,从词汇特定的数组中获得更强的初始化,这表明了词汇驱动的学习.
结论:
- 高度熟练的L2说话者的语法表达主要是由L2内的统计学习塑造的,包括抽象的和词汇特定的模式.
- 来自L1的概括似乎不是获得这些L2语言使用者的词汇特定语法限制的重要因素.
- 研究结果强调了L2内部统计学习在发展细微的语法知识方面的力量.
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