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首先本章介绍的一般介绍，目前的研究动机和意义，其次是支持整个研究的理论背景，最后是论文的整体结构。A general introduction to the motivation and significance of the current study is first of allpresented in this chapter, followed by the theoretical background that supports the wholeresearch, and finally is the overall structure of the thesis.

1.1 Motivation and Significance of the Study
中国学生学习英语作为第二语言（L2），被动语态是批判性地强调了很多在学习过程中的一个关键点在学校学习的语法项目。在中国学者已经工作英语被动语态的各种方法从不同的角度，主要是英语被动建设的理论分析（邵＆朱，1993年）的比较分析英语和汉语的被动语音（黄，1983）的功能英语被动语态（邱，2008），以及学习和教学的英语被动建设（陈，2002年，2003年刘，蔡，2009）。从心理语言学的角度来看，国内研究寻址的被动句的理解是远远不够的，虽然我们可以找到几个这样的研究，国外学者从不同的角度（赫里欧，1969奥尔森与菲尔比1972; Maratsos的和一个胸罩movitch的出现，1975年戈登Chafetz，1990;范德利利，1996费雷拉，2003;ebrowska＆街，2006年，马歇尔等人。，2007）。理解，根据克拉克和克拉克（1977年），涉及两个不同但相关的感官。在狭窄的意义上，它是指心理过程，我们认为刺激并使用他们一起从我们的心理词库检索的信息得出意思。To Chinese students learning English as the second language (L2), the passive voice is acritical grammar item which is emphasized a lot during the learning process as a key learningpoint in school. Scholars in China have worked on the English passive voice from differentangles in various methods, mainly on theoretical analysis of English passive construction (Shao& Zhu, 1993), the comparative analysis of English and Chinese passive voice (Huang, 1983), thefunctions of English passive voice (Qiu, 2008), and learning and teaching of English passiveconstruction (Chen, 2002; Liu, 2003; Cai, 2009). It appears that domestic researches addressingthe comprehension of passive sentences from the perspective of psycholinguistics are far fromenough, though we can find several such studies from different points of view by foreignscholars (Herriot, 1969; Olson & Filby 1972; Maratsos and Anbramovitch, 1975; Gordon &Chafetz, 1990; Van der Lely, 1996; Ferreira, 2003; D browska & Street, 2006; Marshall et al.,2007).Comprehension, according to Clark and Clark (1977), involves two different but relevantsenses. In the narrow sense, it refers to the mental process by which we perceive the stimuli anduse them together with information retrieved from our mental lexicon to derive meaning. Thestimuli can be either spoken or written, or even signed. In the broad sense, languagecomprehension involves not only the process of constructing interpretation, but also the processof utilizing or producing language by making use of the interpretation. In the acquisition of asecond language, comprehension of the target construct is important in that it involves makinginferences, constructing the meaning, as well as using information available to enhance theattainment.
The present thesis intends to study the narrow-sense comprehension of full passive sentences by Chinese students who learn English as their second language. As different studentsinterpret sentences differently, the L2 proficiency, a factor of individual differences, is also takeninto consideration, to examine whether the L2 proficiency bears on the comprehension. Thetesting passive sentences are simple full passive sentences, as referred to as the agentive passiveswith expressed agents by Quirk et al. (1985), such as The man was bitten by the dog. The reasonto choose this simple construction is that “it does not place such a heavy burden on workingmemory” (D browska & Street, 2006: 606) .
According to Gui (1991), one can be said to have comprehended the sentences if he canrespond to the sentences accordingly, whether orally or be本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。