英语时体习得历来是语言习得领域的研究重点。本文探讨中国学习者对英语进行体标记-ing习得的情况, 具体研究情状体对进行体习得的影响,检验情状体假设和原型假设。语料选自中国英语学习者语料库的两个子语料库即ST5(低年级学习者)和ST6(高年级学习者)。语法测试的受试为湖南大学学生,低年级与高年级英语专业学习者各30人。数据结果借助SPSS 19.0软件分析,研究发现:(1)英语进行体的产出跟情状体联系紧密。语料库研究结果发现:对于英语专业低年级与高年级学生,情状体类型在语料库中的频率呈现明显的层级结构:活动动词>完结动词>达成动词>状态动词,这与情状体假设的预测相符。(2)通过分析语法测试结果得知情状体同样影响中国学习者对英语进行体的理解。英语专业低年级组跟高年级组对进行体的意义接受度都有显著的层级结构:活动动词>达成动词>状态动词。同样也支持情状体假说。特定状语也影响学习者对于进行体意义的理解。高年级学习者的语法测试结果完全符合原型假设的预测:进行意义＞ 惯常意义 / 将来意义＞状态进行意义。但低年级组的接受度层级为:进行意义＞将来意义＞ 惯常意义 / 状态进行意义,这与原型假设的预测有偏差。(3)英语水平对进行体习得有影响,但不显著。
The acquisition of tense and aspect has always been the research focus in the field of SLA. This paper studies the acquisition of English progressive aspect marker -ing by Chinese learners. Its main focus is on the effect of lexical aspect on the acquisition of English progressive marker. The aspect hypothesis and the prototype hypothesis are tested through examining the production data from CLEC (Chinese Learner English Corpus) and comprehension data from a grammaticality judgment test. The corpora ST5 (freshman English majors) and ST6 (senior English majors) of CLEC were chosen as the production data. In the grammaticality judgment test, the participants are the students from Hunan University, including 30 freshmen English majors and 30 senior English majors. SPSS 19.0 is employed to analyze the results. We have the following findings:(1)The production of English progressive marker is strongly connected with lexical aspects. For both freshmen and seniors as English majors, the frequency of four lexical aspect types in the corpora is in an obvious hierarchy, activities> accomplishments > achievements > statives. The results are in support of the aspect hypothesis.(2) After analyzing the GJT results, it is found that lexical aspect also affects the comprehension of English progressive marker among Chinese learners, for both groups accept the progressive meanings with a significant hierarchy of lexical aspects, activities> achievements > statives. The comprehension results also agree with the aspect hypothesis. Certain adverbials also affect comprehension of progressive marking. The results of the senior group totally consist with the prediction of the prototype account, with the acceptance in a sequence of process (activity) > habitual / futurate > stative progressive. But the freshmen group shows an acceptance sequence of process (activity) > futurate > habitual/ stative progressive, which does not consist with the prototype hypothesis. (3) The two proficiency levels (freshman and senior English majors) only have a little influence on the acquisition of progressive marking in English.
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