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句法-语篇界面视角下中国英语学习者人称代词回指消解的发展特征思考

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-11-19编辑:vicky点击率:412

论文字数:56666论文编号:org202311101105353000语种:英语 English地区:中国价格:$ 66

关键词:英语语法论文范文硕士论文范文

摘要:本文是一篇英语语法论文,本研究以中国英语专业学生和英语本族语者为被试,基于句法—语篇界面框架为理论基础,采用定量定性相结合的研究方法,探讨人称代词消解的发展趋势和习得特征。

本文是一篇英语语法论文,本研究概述了计算结果,阐明了讨论内容,并分析了影响因素,基于四个研究问题的关键焦点,主要概括了四个定量和定性研究结果。

Chapter One  Introduction

1.1  Research Background

A well-known linguist, Givón, had said that “Today’s syntax is yesterday’s discourse” (1979: 209). As a crucial role in the discursive dimension, syntax has been preliminary put on several focuses in first language (L1) and second language (L2) acquisition areas. According to Chomsky’s proposed theory on Universal Grammar (UG) which claimed that there was an innate grammar knowledge in brain system, the rule-based view of language underlined the importance of syntactic knowledge in second language acquisition (SLA). Considering the booming interest in the exploration of SLA, researchers gradually moved to the path of delving into the integration of linguistic systems and syntactic components, which were the initial touch on the field of linguistic interface (White 2009, 2011; Dai 2014). 

Since the beginning of the 21st, interface hypothesis (IH) put forward by Sorace and his colleagues has attracted plenty of interest in the field of SLA. It mainly concerns the mapping between linguistic subsystems and syntactic constraints, such as syntax-semantics, syntax-pragmatics/discourse interfaces (Wu et al. 2020). This hypothesis is proposed based on the usage-based view of language which is a diverged perspective on language acquisition evolving from a rule-based layer, remaining the exploratory concern on learner acquisition and application (Chang 2014). The usage-based theory is correlated with the core concept of second language interface (SLI) and confirms that language competence and performance are both determined by syntax, pragmatics, discourse, and other linguistically semi-autonomous modules which dynamically interconnect in language learning process (Gregg 1996).

1.2  Research Objectives

This study is conducted to investigate the developmental features and potential learning dilemmas that Chinese-English learners may encounter in the process of acquiring the anaphora resolution of personal pronoun based on the syntax-discourse interface. Therefore, the primary purposes are mainly focusing on EFL learners’ near-native and non-native acquisitional features and developmental tendencies of comprehending the syntax and syntax-discourse interface, and producing that interface knowledge in terms of the pronominal anaphora resolution. 

Besides, the published framework on SLA of AR of personal pronoun from the interface perspective acts as a theoretical foundation exploring the specific interaction mechanism based on the cognitive-oriented influencing factors. The present study will be effective to investigate the Chinese EFL learners’ learning mechanism in-depth, and the collected data will shed light on probing into the constraints on developmental characteristics of language competence and performance.  

英语语法论文怎么写

Chapter Two  Literature Review

2.1 Overview of Personal Pronoun

This part illustrates definitions of AR of personal pronoun and the Binding Theory to clarify their essences and the internal classification in Chinese and English syntactic systems.

2.1.1 Definition of Anaphora Resolution of Personal Pronoun

According to the intrinsic 论文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。

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