Hye K.PAE;Jing SUN;Haiyang AI;Elizabeth Lowrance FALHABER;
Hye K.PAE;Jing SUN;Haiyang AI;Elizabeth Lowrance FALHABER;School of Education, University of Cincinnati;

• 1:辛辛那提大学教育学院

摘要(Abstract)：

形容词性分词在英语中可以用作定语或者表语。本研究考察了英语学习者对形容词性分词的使用情况，调查分词习得的困难究竟是与母语相关还是与英语本身的特征有关。英语是二语而母语是中文的学生和混合母语的学生分为两组参加了写出不含语境的目标英语句子的第一个实验。其中前一组学生又参加了写出含有语境的目标英语句子的第二个实验。第一个实验显示，在控制了学习者英语水平的前提下，两组学生对名词前作定语的形容词性分词的表现不同，而第二个实验显示，句子的语境并没有帮助母语是中文的学生表现更好。有语境时，目标词语的频率效应消失。这些结果表示，形容词性分词的复杂性不仅源于英语的语言学特征，也与学生的母语和英语水平相关。
This study investigates how learners of English process adjectival participles in both attributive and predicative positions within sentences in order to identify whether difficulties associated with participles stem from learner-specific or English-specific characteristics. A Chinese-speaking group and a mixed language group participated in Study 1 that used the target sentence in English as L2 without contextual cues. A subgroup of the Chinese participants took part in Study 2 that used target sentences with contextual cues. Results showed that the two groups' performance was different in the use of pre-nominal attributive adjectival participles after controlling for English proficiency(Study 1). Contextual cues did not facilitate Chinese learners' performance(Study 2). The target word frequency effects disappeared when contextual cues were provided. These findings suggest that the complexities of adjectival participles reside not only in the linguistic characteristics of English, but also in the learner characteristics of L1 background and English proficiency.

关键词(KeyWords)： 形容词性分词;现在分词;过去分词;英语学习者
adjectival participles;present participles;past participles;Chinese learners of English

Abstract:

Keywords:

基金项目(Foundation): supported in part by the Graduate Student-Faculty Mentoring Research Program to the first, second, and fourth authors in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati, USA

作者(Authors): Hye K.PAE;Jing SUN;Haiyang AI;Elizabeth Lowrance FALHABER;
Hye K.PAE;Jing SUN;Haiyang AI;Elizabeth Lowrance FALHABER;School of Education, University of Cincinnati;

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• 1We use an-en suffix throughout the paper when referring to the past participle.
• 2When the stimulus High paying jobs are usually(tired, tiring)was presented, of the two options provided, the participant would ideally select tiring(Condition 1; scored 1 or 0 for correct or incorrect). For the stimulus The long(boring, bored)flight tired me out, the participant was expected to select boring(Condition 2; scored 1 or 0). If both options were selected when the stimulus The(surprising, surprised)birthday girl jumped for joy was presented, the full credit 2 was assigned in scoring; if only one option was selected, 1 was assigned; and if none was selected, 0 was assigned.
• 3 The subtest was originally designed as an oral measure to assess syntactic skills, but the modified version of the test was used as a written test.
• 4This can also be individual work, but we have found that it works better in groups. A Google Doc can be used, but a wiki workspace allows the instructor to monitor the development of a story better than Google Docs.