DHH和L2大学生对英语结果和描述的知识
Ronald R Kelly1, Gerald P Berent1, Erin Finton1
1National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, United States.
聋和听障 (DHH) 学生和英语为第二语言 (L2) 学习者在结果和描述性句子上表现低于母语英语使用者的表现. 他们的英语水平与对这些复杂的句子结构的更好理解有关.
科学领域:
- 语言学的语言学.
- 心理语言学 心理语言学
- 语言获取 语言获取
背景情况:
- 英语的结果和描述性句子对非母语使用者来说是一个挑战.
- 了解这些构造对于高级英语水平至关重要.
研究的目的:
- 为了比较大学水平的聋和听障 (DHH) 学生,英语作为第二语言 (L2) 学习者和母语英语 (NS) 的人对英语结果和描述句子的理解.
- 研究英语水平与这些复杂的语法结构的获取之间的关系.
主要方法:
- 进行句子可接受度评分表任务,以评估参与者对结果和描述句子的知识.
- 参与者包括DHH学生,L2学习者和英语的NS.
主要成果:
- 母语使用者显著优于DHH和L2组.
- DHH和L2组的表现几乎相当,在英语水平提高时,表现有所改善.
- 与非语法语句相比,参与者在语法结果和描述性句子上的表现更好,在不同类型的句子 (主动,被动,非指控性,非反应性) 中观察到特定的模式.
结论:
- 该研究强调了为DHH和L2学习者获得英语结果和描述构造的具体挑战.
- 研究结果表明,语法复杂性,而不是输入模式,可能是这些群体获取过程中的关键因素.
- 这项研究为英语DHH和L2学习者的比较语言发展提供了宝贵的见解.
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