Intonation and reference maintenance in Turkish learners of Dutch: A first insight
Intonation and reference maintenance in Turkish learners of Dutch: A first insight
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荷兰语土耳其语学习者的语调和参考维护：初步见解
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发表时间：
2009
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通讯作者：
Aoju Chen
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文献类型：
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作者：
Aoju Chen
本文从三个纵向点考察了二语学习者语调在指称维持中的使用情况，并与母语者进行了比较。通过电影复述任务，研究人员从两名未接受辅导的土耳其语荷兰语学习者和五名以荷兰语为母语的人那里获得了名义指称表达，并从音高跨度和单词持续时间方面进行了分析。研究了两种信息状态变化的影响，即新的和给定的以及新的和可访问的。我们发现，在这两种类型中，母语人士对单词时长的使用在早期就会发生变化，但随着时间的推移，不同学习者对音高跨度的使用表现不同。此外，形态句法设备的使用对两个学习者有不同的影响。尽管学习者在母语和二语中使用音高跨度的情况相似，但学习者之间的差异和后期系统使用音高跨度表明，学习可能在语调习得中发挥了参考维持的作用。
This paper investigates L2 learners’ use of intonation in reference maintenance in comparison to native speakers at three longitudinal points. Nominal referring expressions were elicited from two untutored Turkish learners of Dutch and five native speakers of Dutch via a film retelling task, and were analysed in terms of pitch span and word duration. Effects of two types of change in information states were examined, between new and given and between new and accessible. We found native-like use of word duration in both types of change early on but different performances between learners and development over time in one learner in the use of pitch span. Further, the use of morphosyntactic devices had different effects on the two learners. The inter-learner differences and late systematic use of pitch span, in spite of similar use of pitch span in learners’ L1 and L2, suggest that learning may play a role in the acquisition of intonation as a device for reference maintenance.