台灣學生英語疑問詞問句之第二語言習得

Abstract

本研究旨在探討以中文為母語的學生學習英文疑問詞問句的第二語言習得。過往研究指出(Aoun& Li, 1993a, 1993b; Huang, 1982a, 1982b)，在中文的疑問詞問句中，疑問詞並沒有在句法層面上完成疑問詞移位，相較之下，英文的疑問詞問句中，疑問詞則在句法層面明顯顯現疑問詞移位現象。因此由語言的表層結構看來，中文和英文在疑問詞問句上呈現相當不同的語言結構。本研究以此語言差異作為出發點，探討了幾項疑問詞問句的相關議題，並探究母語轉移、普遍語法、第二語言程度在台灣學生學習英文疑問詞問句中所扮演的角色。總共有八十八位成人參與了本研究的三項測驗：文法判斷測驗、接受度測驗、語句詮釋測驗，受試者依據他們的英文程度進一步分成了四個組，另外亦含由二十二位母語人士組成的對照組。本研究發現如下： 一、受試者尚未完全習得主詞－助動詞之倒裝，但普遍在疑問詞移位方面表現佳。 二、在承接條件的習得上，僅中高組與高級組可以判斷文法正確與否，初級組與中低組表現較母語人士顯著來得差。此外，本研究並未發現受試者對於不同島嶼限制表現有別。 三、在主詞－助動詞不倒裝的問句中，受試者的判斷上並未呈現論元與附加語之不對稱現象。在主詞－助動詞倒裝的問句中，大部分受試者在論元移位疑問詞問句與附加語移位疑問詞問句表現均佳，因此大致上未呈現兩者間之不對稱現象。 四、本研究受試者呈現主語－賓語不對稱現象。在單子句問句中，受試者較能接受主語移位疑問詞問句。在雙子句問句中，受試者較能接受賓語移位疑問詞問句。 五、整體而言，第二語言程度對於受試者作答表現有明顯影響。 根據上述結果，我們認為受試者表現受到母語轉移、第二語言複雜度、第二語言程度等因素所影響。另外，我們發現受試者具有承接條件以及空號原則的深層知識，肯定了普遍語法對於第二語言學習者的影響，顯示普遍語法對於第二語言習得確實有效應存在。The present study investigates the acquisition of English wh-questions by Taiwanese EFL learners at a university by looking into various issues of wh-questions. A Chinese L1 background is of particular interest because Chinese has been considered a wh-in-situ language, which does not apply overt wh-movement, and is thus very different from languages that do exhibit wh-movement, English for example (Aoun& Li, 1993a, 1993b; Huang, 1982a, 1982b). Based on this cross-linguistic difference, this study investigates whether and how Chinese EFL students acquire English wh-questions from multi-aspects and explores the effects of L1, UG, and L2 proficiency on their L2 performance. One hundred and ten adults participated in three tasks (i.e., a Grammaticality Judgment Task, an Acceptability Judgment Task, and an Interpretation Task). They were further divided into four experimental groups based on theirL2 proficiency, and one control group of native speakers of English. The major findings are summarized as follows: (1) The participants had not fully acquired subj-aux inversion but generally performed well on wh-fronting. (2) The higher-level groups, but not the lower-level groups, were able to reject sentences with Subjacency violations; however, the participants, regardless of L2 proficiency, did not distinguish weak islands from strong islands in their acceptability. (3) The participants did not exhibit an argument-adjunct asymmetry in uninverted questions, nor did they show such an asymmetry in wh-extraction in inverted questions. (4) The participants exhibited a subject-object asymmetry. It was found subject extractions more acceptable in the case of mono-clausal questions while object extractions were more acceptable for them in terms of bi-clausal questions. (5) L2 proficiency was found to be an important factor in shaping their L2 performance. The results indicate that the participants’ performance was affected by L1 knowledge, L2 complexity and L2 proficiency, and that they demonstrated knowledge of Subjacency and the ECP, implying that our L2 learners at least had indirect access to UG.