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Chinese L2 Users' Acquisition of the Simple Past Tense in English and Its Implications for Language Teaching

读与写(教育教学刊) 2012年第1期 5-6页

作者：张华慧孙鑫大连外国语学院应用英语学院

This paper sets out to examine some problems in Chinese L2 users’ acquisition of the simple past tense in English,for instance,L1 influence and overgeneralization,*** paper also represents an attempt to explore some relevant implications for language teaching,for example,the proposals to give due weight to negative evidence,to adopt Consciousness-raising,and so on.

关键词： L1 Influence Overgeneralization Consciousness-raising negative evidence

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英语被动句习得中反面证据的效应

英语被动句习得中反面证据的效应

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作者：李爱华南京师范大学

学位级别：硕士

During the past several decades, the role of instruction (especially negative evidence) in the second language (L2) acquisition has attracted the ever-lasting interest and attention of researchers. Studies are focused on the following aspects, where considerable controversy exists: 1) Whether learners who receive formal instruction achieve higher levels of L2 proficiency than those who do not. 2) Whether formal instruction works on the accuracy with which learners employ specific items and rules. 3) Whether formal instruction produces the short-term or long-term effects. Almost all the researches focus on the L1 French or German learners of English. There has been very little research aiming at the learners whose mother tongue belongs to a different typology from English. Research on the L1 Japanese learners of English demonstrates the positive role of negative evidence. Up to date, there has been almost no research with L1 Chinese learners of English as subjects.This thesis first attempts to establish the positive effect in the L2 acquisition by exploring the theory of learnability and the model of L2 acquisition. Besides, the negative transfer of the native language (L1) in the developmental process of L2 as they progress to full competence in the target language is examined as well. Then, the author conducts a one-year experiment to examine the positive role of instruction in the acquisition of English passive for the L1 Chinese learners. The experimental group is offered negative evidence while the control group receives none. All the subjects are required to take three tests: the pretest, the first post-test and the second post-test. All the data are analyzed by software SPSS. The results indicate that to a great extent, the topic-comment structure of Chinese exerts a negative influence on the acquisition English passive;the negative evidence can facilitate the acquisition of English passive in the short run as well as in the long run.

关键词： learnability instruction negative evidence negative transfer acquisition of English passive

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