Chapter 1 Introduction
紧张方面都表达时间性的虚化类别，他们已经从不同的角度探讨20世纪80年代以来不同的语言学家。以往的探讨证实，紧张/方面可以以英语为母语的人自发地收购，但为第二语言的学习者，英语论文，这是很难获得的。中文和英文属于不同的语言系统，其表达时间性的措施是彼此不同的。这明显可能导致在收购中国英语学习者的英语紧张/纵横困难。因此，为了提高教学和学习效率，有必要调查的英语紧张/中国L2ers方面的收购。本章介绍这篇论文中，首先回顾了本论文的背景，英语论文题目，然后提出的意义，以及探讨系列论文结构。
Both tense and aspect are the grammaticalized categories in expressing temporality,and they have been investigated from different perspectives by different linguists sincethe 1980s. Previous studies confirm that tense/aspect can be acquired by native speakersspontaneously，but for second language learners, it is difficult to acquire. Chinese andEnglish belong to different language systems, and their methods of expressingtemporality are different from each other. This distinct may result in the difficulties inacquiring English tense/aspect by Chinese English learners. Therefore, in order toimprove teaching and learning efficiency, it is necessary to investigate the acquisition ofEnglish tense/aspect by Chinese L2ers. This chapter is an introduction of this thesis,which first reviews the background of the thesis，and then presents the significance, theorientation as well as the structure of the thesis.
1.1 Background of the thesis
In recent years, tense/aspect has received much attention in both theoretical andempirical studies. In the field of interlanguage, studies have been conducted fromvarious perspectives, leading to the discovery that the learners' tense/aspect acquisitionis influenced by many important factors. Most of these studies concentrated onintralingual factors (e.g. verbal salience，lexical aspect, temporal adverbials and clausetypes), whereas few studies were carried out to investigate interlingual factors (i.e. theeffect of LI), even less studies were conducted in the Chinese EFL context. Therefore,later researchers should add more evidence to these insufficient studies.Previous studies indicate that despite the discussion about the role of LI ontense/aspect acquisition lasts half a century, this controversial issue still hasn't come toan agreement. Bardovi-Harlig (2017) seems to hold a negative attitude for the role of LI.By contrast, most linguists claim LI is a contributing factor that influences tense/aspectacquisition (Flasher 1989; Quick 1997; Collins 2017; Cai 2017). Therefore，furtherresearches should be carried out to find out the answer to this controversial question.
In addition，for these studies only focus on the impact of LI in general, but nottouch the impact of LI to learners at different proficiency，studies on the relationshipbetween LI transfer and different English proficiency levels are required to be conducted in the future. Besides, the participants involved in most previous studies areonly non-English majors, which can not represent the whole condition of English pasttense acquisition and may decrease the validity of these studies. Therefore, researchesincluding more comprehensive subjects are required to be conducted.
1.2 Significance of the thesis
The acquisition of simple past, as a fundamental and major issue in SLA, hasalways aroused attention by linguists from home and aboard. According to Ellis (1994),the grammatical marker “-ed，，is the final stage of so called "nature order" in whichlearners acquire inflectional morphemes of English. Therefore, it is of great theoreticaland pedagogical significance to study LI transfer in the ac
|
