Pienemann“可教性假设”与母语对第二语言习得影响研究

Pienemann“可教性假设”认为 ,外语学习者的语言习得受心理语言学处理能力的限制 ,即在某一级上处理语言结构的能力取决于已能够处理其前面一级的语言结构。也就是说 ,他们必须在前面习得的基础上获得下一个级别的进步。作者运用了多种方法和途径 (包括口语设计制作 ,优选任务 ,以及混合问句等设计 ) ,通过 15 0名操汉语的成年学生对英语疑问句的习得来验证这一假说。本研究进一步叙述了语言习得的发展顺序与母语影响之间的交互作用。

Pienemann's View on "Teachability" and the Influence of Mother Tongue on Second Language Acquisition

According to Pienemann's "teachability" assumption, second language acquisition of foreign language learners is restricted by their psycholinguistic ability, that is, their ability to deal with the linguistic structure more complicated than the existing linguistic knowledge. In other words, they should develop their new ability based on their acquired ability. Through the experiment on different approaches and methods (such as oral test design, priority task, and mixed questions) applied on 150 Chinese adult students of English, the writer of the present paper supports Pienemann's assumption with the findings from the study of students' acquisition of interrogative sentences. It explains further the inter-relationship between the developing order of second language acquisition and the influence from their mother tongue.