Second Language Learner Knowledge of Verb-Argument Constructions: Effects of Language Transfer and Typology
Second Language Learner Knowledge of Verb-Argument Constructions: Effects of Language Transfer and Typology
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DOI：
10.1111/modl.12149
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发表时间：
2014-12-01
影响因子：
4.9
通讯作者：
Ellis，Nick C.
中科院分区：
文献类型：
--
作者：
Roemer，Ute;O'Donnell，Matthew Brook;Ellis，Nick C.
本文考察了第二语言学习者对英语动词论元结构的认知情况，例如“Vagainstaff”结构。本研究考察了构式在多大程度上支撑了二语学习者的语言能力，母语者和学习者的VAC心理表征有何不同，以及学习者的母语是否有明显的影响。英语母语者和3种不同第一语言背景（捷克语、德语、西班牙语）的高级学习者被要求产生第一个想到的动词，以填补20个稀疏VAC帧中的差距，如“她_反对.”。学习者和本族语者动词反应的比较突出了跨语言迁移效应以及影响动词语义的语言类型效应（参见。Talmy，1985）。我们的研究结果表明，L1像英语一样，卫星框架（捷克语和德语）的学习者比L1是动词框架（西班牙语）的学习者产生更多的目标类动词。
This article examines second language (L2) learner knowledge of English verb–argument constructions (VACs), for example, the ‘Vagainstn’ construction. It investigates to what extent constructions underpin L2 learners' linguistic competence, how VAC mental representations in native speakers and learners differ, and whether there are observable effects of the learners' first language. Native speakers of English and advanced learners of 3 different first language backgrounds (Czech, German, Spanish) were asked to generate the first verb that came to mind to fill the gap in 20 sparse VAC frames like “she ____ against the….” The comparison of learner and native speaker verb responses highlights crosslinguistic transfer effects as well as effects of language typology that impact verb semantics (cf. Talmy, 1985). Our findings suggest that learners whose L1 is, like English, satellite‐framed (here Czech and German) produce more target‐like verbs than learners whose L1 is verb‐framed (here Spanish).