iReasearch学术科研网

摘要：本文以中国高中生为研究对象;运用定量定性相结合的方法;对英语关系从句习得顺序的两个重要假设进行检验;并探究了关系从句类型可及性差异产生的原因。定量分析显示"感知难度假设"(Kuno1974)基本得到支持;"名词短语可及性递进阶假设"(Keenan&Comrie1977)仅在个别测试中成立。对不同测试得到的关系从句习得顺序;定性数据在很大程度上提供了佐证;进一步证明这两个假设在一定程度上是存在的;但关系从句的理解和产出会受到任务类型与受试英语水平的影响。

The present study adopts aquantitative and qualitative mixed design to test two influential hypotheses of English relative clause(RC)acquisition order and explores the plausible reasons of RC types and their interplay with RC accessibility of Chinese senior high school students.The results of quantitative analyses show that Noun Phrase Accessibility Hierarchy(Keenan & Comrie 1977)was only confirmed in one of the three tests,whereas Perceptual Difficulty Hypothesis(Kuno 1974)was largely confirmed.The disagreement between the testing of the two hypotheses of RC acquisition order was then looked into by qualitative measures — think aloud protocol and immediate retrospective interview.The qualitative data show that the constraint of the hypotheses was observed.However,Chinese learners’ RC comprehension and production varies with task types and learners’ overall English proficiency.