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语和书面语输出的情况。文章首先对现代汉语副词“也”进行了详尽描写，然后采用词汇知识框架和词汇深度习得理论，结合中介语、对比分析理论和偏误分析理论，提出了理论模型和调查相关假设。调查过程中，本文根据学习者各自的“也”的习得顺序、偏误倾向、发展特征等等，总结出各自的习得特点，并在对比的基础上，指出母语迁移对词汇知识习得和发展的影响非常重要。文章最后对英语和日语背景的学习者做了横向分级别的问卷调查分析，包括主观性问卷和客观性问卷，以从一个更综合的视角全面摹写学习者对“也”的词汇知识的掌握与认识。由于本人水平以及时间和精力所限，如未能运用SPSS等统计分析软件科学计算变量的相关性，未能从认知心理的角度分析这些习得特征等等，本文谨作抛砖引玉，以期进一步的研宄。

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