Readers 读者
Adult English Speakers' Acquisition of Chinese Count-Mass Classifiers
成人英语使用者对中文可数和不可数的单位用词之习得
Stano Kong 江丕賢
Abstract 摘要
This empirical study investigates English speakers’ comprehension of count mass classifiers in L2 Chinese. The participants for the study were 62 English-speaking adults learning Chinese in Taiwan. The results of the study indicate the following: (1) In early stages of L2 acquisition, English speakers do not seem to honour the count mass distinction in Chinese, contrary to suggestions made by studies investigating English-speaking and Chinese-speaking children (Soja 1992, Soja et al. 1991, Chien et al. 2003). (2) The predominant use of the general classifiers ge suggests that it does not require the noun which it denotes to be of a particular type. (3) There are between-groups developmental differences probably due to lexical learning. (4) An asymmetrical development between the interpretation of count-mass classifiers and the CLP structures with de modifying count classifiers raises a question concerning the source of variability in L2 acquisition. Two theories, namely the Full Transfer/ Full Access hypothesis and the Partial Availability of UG hypothesis, in relation to parameter-resetting in SLA within the framework of Principles and Parameters are set out to explain the divergence. It coheres with what Hawkins and Hattori (2006) suggest that the apparent native-like L2 performance may not be equal to the underlying properties in the grammar of native speakers.
本实验研究探究英文使用者对中文可数和不可数的单位词的理解。参与研究得对像是62位在台湾学习中文的英语使用者。研究结果显示: (1) 在早期第二语言习得阶段，英文使用者不认为中文可数和不可数的单位词仅限于中文中，这论点不支持关于英文和中文使用者的学童的研究。(2) 广义的单位用词 “个”的使用被认为名词不需要被单位用词限定。(3) 实验组别间的发展差异有可能系关系于辞汇的学习程度不同 (4) 一个不对等的发展介于可数和不可数的单位词和使用 “的” 的单位词结构衍生出关于第二语研习得的差异性。两条关于参数重设理论之第二语研习得的普遍性语法的假说: 全转换/全运行假说和部分运行框架于原则语参数理论，被用以解释习得差异。它不同于Hawkins和 Hattori 在2006年提出关于相似于母语的第二语言表现很可能不对等于该语言语法的性质。
Subject Keywords关键词
Classifiers 单位词 Full access 全运行 Partial access 部分运行 Interpretability Hypothesis 解释性假说