Doctoral Dissertation Research: Acquisition of inverse scope by L1-Mandarin L2-English learners

博士论文研究：L1-普通话 L2-英语学习者获得逆向范围

• 批准号: 1917750
• 负责人: Tania Ionin
• 金额: $ 1.69万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1917750&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Acquisition; inverse

Learning a second language can be a difficult experience for many learners, and therefore studying how second language learning works and what kinds of instructional approaches are most effective is important. This project examines the effects of different kinds of grammar instruction with Mandarin-speaking learners of English, one of the largest English learner groups in the U.S. today. The results are expected to have implications for the grammar teaching of this population in English as a Second Language classrooms, and will contribute to the understanding of language learning as well as language instruction.This project will investigate how input/instruction affects Mandarin-speaking English second language learners' acquisition of English inverse scope, and whether learners can generalize the acquired knowledge from one structure to another. English allows inverse scope while Mandarin does not, and our preliminary findings suggest that Mandarin-speaking learners of English are not able to acquire English inverse scope based on naturalistic input alone. This project examines whether explicit instruction and/or input flooding can help learners acquire inverse scope; it further examines whether the learning effect is sustained over time. The scope interactions in two structures are examined: universal quantifier-negation scope (e.g. "Every sheep did not jump over the fence") and double-quantifier scope (e.g. "A girl stroked every kitten"). In an intervention study, learners will be instructed on one of those structures, but tested on both, to see whether they can generalize their acquired knowledge to a different but related structure. Learners will be instructed by means of either explicit rule presentation or input flooding, to determine which is the most effective. The results can contribute to both theoretical and applied research in second language acquisition.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

学习第二语言对许多学习者来说可能是一个困难的经历，因此研究第二语言学习是如何工作的，什么样的教学方法是最有效的是重要的。本项目研究了不同类型的语法教学对以普通话为母语的英语学习者的影响，这是当今美国最大的英语学习者群体之一。本研究旨在探讨输入/教学对以汉语为母语的英语学习者英语逆辖域习得的影响，以及学习者是否能够将习得的知识从一种结构概括到另一种结构。英语允许逆辖域，而普通话不允许，我们的初步研究结果表明，以普通话为母语的英语学习者是不能够获得英语逆辖域的基础上，自然输入。这个项目研究是否明确的指令和/或输入洪水可以帮助学习者获得逆范围，它进一步研究学习效果是否持续随着时间的推移。两个结构的范围的相互作用进行了检查：全称量词否定范围（如“每只羊没有跳过围栏”）和双量词范围（如“一个女孩抚摸每只小猫”）。在干预研究中，学习者将被指示在这些结构之一，但测试两个，看看他们是否可以概括他们获得的知识，以不同的，但相关的结构。学习者将通过明确的规则介绍或输入洪水的方式进行指导，以确定哪一种是最有效的。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。