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Doctoral Dissertation Research: L1 Biases in Learning Root-and-Pattern Morphology

博士论文研究：学习根与模式形态学中的 L1 偏差

基本信息

批准号：
1732190
负责人：
Adam Ussishkin
金额：
$ 1.55万
依托单位：
University of Arizona
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-01 至 2019-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1732190&HistoricalAwards=false
关键词：
Doctoral Dissertation Research L1 Biases

项目摘要

How does the knowledge of our first language affect our ability to learn other languages? This dissertation examines how the rules we already know help or hinder our efforts to learn rules in a new language. Semitic languages like Arabic and Maltese employ root-and-pattern morphology to form words. Unlike in English, where meaningful pieces of words are usually tacked onto the ends of words (dis-em-bowel-ment), Semitic languages tend to change the vowels in the middle of the words for the same effect (kitaab 'book' -- kutub 'books'). Though most of the previous research shows that learning how to correctly interweave consonants and vowels like this is very difficult for English speakers, recent research shows that this task is easier if you speak a language that uses similar rules. To carry out this research, an artificial language is created that mimics Arabic plural pairs like kitaab and kutub, and is taught to English speakers, students learning Arabic, Arabic speakers, and Maltese speakers.This research uses two psycholinguistic methods to investigate the effects of linguistic biases on learning rules in new languages: a segmentation task and a Wug Test. The segmentation task allows for direct comparison to previous studies, and the Wug Test is more sensitive to how well participants have learned the artificial language. In the segmentation task, participants listen to a randomized string of nonsense words, then must select the words that they heard as well as possible words based on the rule that they were able to extrapolate. In the Wug Test, participants are briefly shown how to create the plural in an "alien language", then are asked to provide the plurals for each item following the rules that they learned. Participant groups were selected on the basis of their exposure to root-and-pattern morphology, as linguistic biases may depend on learning a language natively or may be developed while learning another language. This research has implications not only for theories of language acquisition and mental representation of morphology, but also for Arabic language pedagogy, especially for heritage learners.

我们的第一语言知识如何影响我们学习其他语言的能力？这篇论文探讨了我们已经知道的规则如何帮助或阻碍我们学习新语言规则的努力。阿拉伯语和马耳他语等闪米特语言使用词根和模式形态来构成单词。与英语不同，英语中有意义的单词通常被附加在单词的末尾（dis-em-bowel-ment），闪米特语言倾向于改变单词中间的元音以达到同样的效果（kitaab“书”- kutub“书”）。虽然大多数以前的研究表明，学习如何正确地交织辅音和元音这样的英语是非常困难的，最近的研究表明，如果你说一种语言，使用类似的规则，这个任务是比较容易的。为了进行这项研究，一个人工语言，模仿阿拉伯语复数对像kitaab和kutub，并教英语为母语的人，学生学习阿拉伯语，阿拉伯语为母语的人，和马耳他speakers.This研究使用两种心理语言学的方法来调查语言偏见的影响，在新的语言学习规则：分割任务和Wug测试。分割任务允许与以前的研究进行直接比较，Wug测试对参与者学习人工语言的程度更敏感。在分割任务中，参与者听一串随机的无意义单词，然后必须根据他们能够推断的规则选择他们听到的单词以及可能的单词。在Wug测试中，参与者被简要地展示了如何在“外星语言”中创造复数，然后被要求按照他们所学的规则为每个项目提供复数。参与者群体的选择是基于他们对根和模式形态学的接触，因为语言偏见可能取决于学习一种语言的母语，也可能是在学习另一种语言时发展起来的。本研究不仅对语言习得理论和词法心理表征理论有一定的启示，而且对阿拉伯语教学，特别是对传统学习者的教学也有一定的启示。