【关键词】：英语冠词 母语迁移 标记性 定指 类指 不定指 无指
Acknowledgements4-5 摘要5-8 Abstract8-21 Chapter 1 Introduction21-27 1.1 Goals of the dissertation21-23 1.2 Research Questions of the dissertation23 1.3 Significance of the study23-24 1.4 Framework of the dissertation24-27 Chapter 2 Language Transfer and Markedness Theory27-56 2.1 Language Transfer in SLA27-39 2.1.1 Manifestation of transfer29-37 2.1.1.1 Negative Transfer30-34 2.1.1.2 Zero Transfer34-35 2.1.1.3 Positive Transfer35-37 2.1.2 Transfer of L1 and L2 in L3 acquisition and bi-directional transfer37-38 2.1.3 Summary of language transfer38-39 2.2 Markedness39-56 2.2.1 Definition of markedness40-43 2.2.2 The criteria for determining markedness43-45 2.2.3 Markedness in Language Transfer45-51 2.2.3.1 Linguistic Studies of markedness and language transfer45-49 2.2.3.2 Psychological Studies of markedness and language transfer49-51 2.2.4 Markedness Differential Hypothesis (MDH)51-55 2.2.5 Summary of markedness theory55-56 Chapter 3 Studies on L2 Acquisition of English Articles56-82 3.1 The nominal domain of articles56-61 3.1.1 DP Hypothesis57-59 3.1.2 The Nominal Mapping Parameter59-61 3.2 Linguistic studies of English article acquisition61-74 3.2.1 Syntactic aspect of article acquisition61-64 3.2.1.1 Representational Deficit Hypothesis61-62 3.2.1.2 The Missing Surface Inflection Hypothesis62-64 3.2.2 Semantic aspect of article acquisitions64-72 3.2.2.1 Biological Program Hypothesis and the Semantic Wheel Theory64-66 3.2.2.2 The Fluctuation Hypothesis and the Article Choice Parameter66-72 3.2.3 Pragmatic aspect of L2 article acquisitions72-74 3.3 Cognitive studies of English article acquisition74-77 3.4 The study of language transfer and markedness in article acquisition77-82 Chapter 4 Experiment 1: The Multiple-Choice Task82-107 4.1 Research questions82-83 4.2 Research method83-86 4.2.1 Participants83 4.2.2 Semantic types of articles83-85 4.2.3 Analytical methods85 4.2.4 Procedure85-86 4.3 Results86-93 4.3.1 Comparison of mean scores between different groups86-88 4.3.2 Comparison of mean scores between different semantic types88-93 4.4 Data analysis93-102 4.4.1 Difference of accuracy with different native languages93-96 4.4.2 Difference of accuracy in different semantic types96-102 4.4.2.1 High error rate of the in [-SR][/HK] and an in [/SR][-HK]97-101 4.4.2.2 High accuracy of the in [/SR][-HK] and a in [-SR][-HK]101-102 4.5 Discussion102-107 Chapter 5 Experiment 2: The Blank-filling Task107-135 5.1 Research questions107-108 5.2 Research Method108-110 5.2.1 Participants108 5.2.2 Instrument108 5.2.3 Classification of determiners108-110 5.2.4 Procedure110 5.3 Results110-118 5.3.1 Difference in accuracy of determiners between different groups111-114 5.3.2 Difference in accuracy of determiners between different semantic types114-116 5.3.3 Overuse and underuse of articles and other determiners116-118 5.4 Data Analysis118-129 5.4.1 Difference in accuracy of determiners with different native languages118-123 5.4.1.1 Determiners in Chinese VS determiners in English119-122 5.4.1.2 Determiners in French and Spanish VS determiners in English122-123 5.4.2 Differences in accuracy between different semantic types123-126 5.4.3 Overuse and underuse of articles among learners with different native languages126-129 5.4.3.1 Overuse of the definite article126-128 5.4.3.2 Underuse of the indefinite article and the zero article128-129 5.5 Discussion129-135 Chapter 6 The Interviews135-159 6.1 Research Questions135 6.2 Research Method135-138 6.2.1 Participants and procedure135-136 6.2.2 Classification of the reasons136-138 6.3 Results138-142 6.3.1 Descriptive analysis of specific and non-specific reasons138-142 6.3.2 Descriptive analysis of language transfer142 6.4 Data analysis142-153 6.4.1 Different types of reasons: specific reasons143-147 6.4.2 Different types of reasons: Non-specific reasons147-149 6.4.3 Different types of reasons: Language transfer and markedness149-153 6.5 Discussion153-159 Chapter 7 General Discussion and Conclusion159-166 7.1 Major findings159-161 7.2 Implications161-164 7.2.1 Theoretical implications161-162 7.2.2 Pedagogical implications162-164 7.3 Limitations and Suggestions for future research164-166 Bibliography166-185 Appendix A The Multiple-choice Task185-190 Appendix B The Blank-filling Task190-192 Appendix C Transcription Notation192-193 |
