共查询到20条相似文献，搜索用时 31 毫秒
1.
Several conventional spelling sequences for morphemes do not conform to letter-sound correspondence rules. One example is the -ed spelling for the inflectional morpheme at the end of English past verbs. Previous work has shown a close relationship between children's awareness of grammatical distinctions and their success in learning about this spelling sequence. However, this research was with real verbs and the children's spelling might have been influenced by familiarity with the words. To check this, we devised a task with pseudo-verbs. This is a novel use of pseudo-words, which hitherto have been a tool for testing letter-sound knowledge; here the spellings violated letter-sound relationships and followed a morphological pattern. The children heard passages with a pseudo-verb in the past tense and in other tenses and had to write the pseudo-verb in the past tense. The task contained both regular pseudo-verbs, whose stem was the same in the present and past tense, and irregular pseudo-verbs, which had different stems in the present and the past tense. The children's scores in a grammatical awareness task predicted their use of the -ed spelling sequence over a 21 month period. The children also used -ed endings significantly more often in regular than irregular pseudo-verbs. We conclude that the use of -ed endings for regular verbs reflects a morphological spelling strategy based on children's grammatical awareness. 相似文献
2.
Children aged 11–12 years with a diagnosis of dyslexia (DR) were compared to chronological and reading-age matched poor readers (PR), and two normal reader groups, age-matched (CA) and spelling and reading-age matched (SA–RA), on their processing of inflectional morphology. In comparison to SA–RAs and PRs, the DRs made more spelling errors on regular past tense verb endings relative to irregular past tense verbs and non-verbs. In reading, the DRs took longer than the other groups to make decisions in the written but not oral condition of a tense judgement task. In addition, they were less affected than the PR and SA–RA groups by case altered disruption to the morpheme boundary of inflected verbs. The findings suggest dyslexic children do not show deficits in morphological processing in spoken language, but they are slower at reading and less accurate at spelling regularly inflected verbs compared with normally developing younger children. This difference could plausibly be accommodated within the Phonological Deficit Hypothesis of dyslexia. 相似文献
3.
郑丽娜 《外语教学理论与实践》2018,161(1):13
本研究通过遮蔽启动实验探讨了中国学习者对英语规则和不规则动词的加工。结果表明,被试对高频动词的判断准确率高于低频动词,判断速度快于低频动词;规则假词不具有音系相似性效应,而不规则假词具有;低频规则动词和规则假词分解加工,不规则词和高频规则动词的加工不存在分解;规则度没有显著影响被试对英语规则和不规则动词的加工。被试利用记忆系统加工不规则词和高频规则动词,利用计算系统加工低频规则词和规则假词,符合双机制理论。 相似文献
4.
动词过去时的石化现象普遍存在于中国大学生英语口语中,一直困扰着学习者,是二语教与学中的巨大障碍。因此,通过定量和定性的方法对动词过去时石化现象的成因和特点等进行实证研究是非常必要的。通过实证研究,作者概括出大学生英语口语的不规则动词的过去时使用正确率显著高于规则动词。自我修正的频率和意识相当低,在习得英语过去时的过程中存在母语负迁移和过分概括化等现象。针对以上现象提出在教学中注重语料库的运用,注重培养学生自我修正意识,注重反面证据的输入以及在英语教学中应用意识提升法等建议,可以帮助学生更有效地提高英语口语水平。 相似文献
5.
刘利华 《南通职业大学学报》2003,17(2):91-93
本在语篇范围内讨论英语动词体形式，探讨自由间接引语对小说作品中的人物、心理活动、暴露人物主观世界的重要性，体现了动词体形式在语篇中的衔接作用。 相似文献
6.
There has been much discussion about whether certain aspects of human learning depend on the abstraction of rules or on the acquisition of frequency-based knowledge. It has usually been agreed, however, that the spelling of morphological patterns in English (e.g., past tense -ed) and other languages is based on the acquisition of morphological rules, and that these rules take a long time to learn. The regular plural -s ending seems to be an exception: Even young children can spell this correctly, even when it is pronounced /z/ (as in bees). Reported here are 3 studies that show that 5- to 9-year-old children and adults do not usually base their spellings of plural real-word and pseudo-word endings on the morphological rule that all regular plurals are spelled with -s. Instead, participants appeared to use their knowledge of complex but untaught spelling patterns, which is based on the frequency with which certain letters co-occur in written English. 相似文献
7.
陈琍 《内江师范学院学报》2009,24(11):76-79
转态动词及其它终结动词的一般现在时不能用来表示现在时间发生的某个变化或结果;转态动词及其它终结动词的不定式形式与情态动词过去时的结合,不能用于虚拟语气主句表示对现在事态主观设想的结果。上述原则对各层次的英语教学都具有重要的指导意义。 相似文献
8.
为探讨聚焦式书面纠错反馈对中国英语学习者习得一般过去时规则与不规则动词形式的效果,本研究对78名学生的看图作文分别给予直接纠错和附带语法信息的直接纠错,并通过前测、即时后测和延时后测考察了其效果。实验结果显示：1.书面纠错能促进英语一般过去时的习得;2.这两种纠错方式产生相似的习得效果;3.语法信息对粘着语素的习得没有帮助。该结果驳斥了Truscott书面纠错无效的观点,为反馈有效的论断提供了正面证据。 相似文献
9.
刘杰 《新疆职业大学学报》2012,20(3):33-35,43
俄语动词＂时＂的定义和用法相当复杂,同一个时间形式在不同上下文、不同语言环境中,表示不同意义,这对学习者来说,造成了极大困扰。本文以俄语动词现在时为例,运用对立统一的辩证理念解析其直义与转义,旨在寻找时间形式和时间意义的切合点,揭示其规律性,使俄语动词现在时直义与转义这对矛盾体得以完善统一,从而消除学习者的心理障碍,提升其学习兴趣,达到和谐交际的目的。 相似文献
10.
Recently, researchers have been debating whether children exhibit a universal "noun bias" when learning a first language. The present study compares the proportions of nouns and verbs in the early vocabularies of 24 English- and 24 Mandarin-speaking toddlers ( M age = 20 months) and their mothers. Three different methods were used to measure the proportion of noun types, relative to verb types: controlled observations in three contexts (book reading, mechanical toy play, regular toy play), identical across languages; a vocabulary checklist (MacArthur Communicative Development Inventory); and mothers' reporting of their children's "first words." Across all measures, Mandarin-speaking children were found to have relatively fewer nouns and more verbs than English-speaking children. However, context itself played an important role in the proportions of nouns found in children's vocabularies, such that, regardless of the language spoken, children's vocabularies appeared dominated by nouns when they were engaged in book reading, but not when they were playing with toys. Mothers' speech to children showed the same language differences (relatively more verbs in Mandarin), although both Mandarin- and English-speaking mothers produced relatively more verbs than their children. In sum, whether or not language-learning toddlers demonstrate a "noun bias" depends on a variety of factors, including the methods by which their vocabularies are sampled and the contexts in which observations occur. 相似文献
11.
阿不都热依木&#;热舍曼 《新疆大学学报(哲学社会科学维文版)》2010,(2):24-29
维吾尔语存在时间范畴,独立地表示时间信息。在维吾尔语研究中有关“三个时态”和“两个时态”的争论。即究竟是“过去时、现在时、将来时”三个时态还是“过去时和现在一将来时,或者过去时和非过去时”两个时态的争论．这是由于把“时间”和“时制”这两个概念混为一谈造成的混淆;语言中的“三时”（过去、现在、将来）既可通过语法形式表达,也可通过词汇形式表达,其表达形式就会形成时态范畴。就是说,“时间”和“时制”是既有联系又有区别的两个概念。本文分析“过去、现在、将来”这三种时间在维吾尔语中的表达、维吾尔语动词的时态范畴及其时间指向功能。 相似文献
12.
《信阳师范学院学报(哲学社会科学版)》2016,(2):88-91
空间隐喻属于概念隐喻的三种分类之一,是认知的基础。时间概念是抽象的,具体的空间方位词可用来描述和衡量时间的变化。文章基于时间的空间隐喻系统,观察大量不规则动词过去式双元音发音位置的变化,分析对比得出:时间的空间隐喻系统在语音方面也有所呈现。这印证了隐喻是一种认知方式并普遍存在于人类的思维中这一观点。 相似文献
13.
对《中国学习者英语语料库》中的ST5和ST6两个子语库中的所有时态错误按16种时态分类进行分析,结果表明一般过去时、一般现在时和现在完成时是最容易出错的时态。其中尤以一般过去时错误为最多。说明一般过去时是中国英语专业学习者最难掌握的时态。进一步分析发现,中国英语专业学生的一般过去时错误主要集中在时态选择型错误上,主要表现在将一般过去时误用为一般现在时和现在完成时。这主要是由于学生呆板地依据时间状语,未能很好地区分时态的语义特征等原因造成的。此外,动词凸显度和时间状语两种语内因素会显著影响一般过去时的使用。 相似文献
14.
Two studies investigated 3- to 5-year-olds' trust in a reliable informant when judging novel labels and novel plural and past tense forms. In Study 1, children ( N = 24) endorsed the names of new objects given by an informant who had earlier labeled familiar objects correctly over the names given by an informant who had labeled the same objects incorrectly. In Study 2, children ( N = 24) endorsed novel names given by an informant who had earlier expressed the plural of familiar nouns correctly over one who had expressed the plural incorrectly. But children overwhelmingly endorsed the regular plural and past tense forms of new words provided by the formerly unreliable labeler (Study 1) or morphologist (Study 2) rather than irregular forms of those words provided by the formerly reliable informant. 相似文献
15.
通过对近8年英语专业四级考试语法试题的统计分析,归纳出英语专业四级考试命题以时态、各类从句、非谓语动词用法为主,其他考点均匀分布。结合学生的错题情况发现学生的薄弱环节表现在对语法规则不熟悉,词汇量不够,语法术语和句子成分分析不了解等方面。教师在具体教学实践中,既要帮助学生掌握语法规则,扩大学生的词汇量,知晓识记语法专业术语,加强句子成分分析能力;也要帮助学生学会运用规则来指导语言实践活动,切实有效地促进学生英语综合应用能力的全面提高,培养出合格的高级应用型英语人才。 相似文献
16.
The present study examined English-speaking children's tendency to make argument structure overgeneralization errors (e.g., I disappeared it). Children were exposed to several English verbs of fixed transitivity (exclusively intransitive or exclusively transitive) and then asked questions that encouraged them to overgeneralize usage of the verbs. Seventy-two children (24 in each of three age groups: 3, 4/5, and 8 years of age) experienced four actions performed by puppets. Each action had two verbs of similar meaning associated with it in the context of the experimental action: one more familiar to young children and one less familiar. Children at all ages were more likely to overgeneralize usage of verbs that were less familiar to them, supporting the hypothesis that children's usage of verbs in particular construction types becomes entrenched over time. As children solidly learn the transitivity status of particular verbs, they become more reluctant to use those verbs in other argument structure constructions. 相似文献
17.
徐江清 《湖南科技学院学报》2006,27(6):188-191
马克·吐温的《哈克贝利·费恩历险记》作为美国文学中的一部经典著作,在语言艺术上具有其独特性,即口语化语言的运用。这种口语化语言的特征是:一、主人公叙述者的语言常常打破语法常规、与叙述者的儿童式思维契合、动词时态随意转换;二、其他人物语言多为土语方言,甚至俚语。《哈克贝利·费恩历险记》的口语化语言开创了美国小说语言的新风,对美国后世作家产生了深远的影响。 相似文献
18.
采用语料库语言学和统计语言学的方法,分析国外100种英文学术期刊论文标题、摘要和关键词的词汇模式。结果表明：标题主要有AbC、Abc和ABC三种形式,其中,Abc式使用最多,占54%;摘要中动词使用最为广泛的是一般现在时、一般过去时和现在完成时体,三种时、体的使用比例分别为66.57%、26.54%和4.01%;关键词主要为名词或名词短语。 相似文献
19.
Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit. 相似文献
20.
吉小红 《金华职业技术学院学报》2013,13(1):89-92
情态动词must可以用在命题情态中对命题的真假作出推导肯定判断;must还可以在事件情态中出现,表达和责任、义务有关的情态。must常与助动词或实义动词结合,构成情态序列。must没有过去形式,但可以用hadto指代过去的可能：也可以用oughtto或者should来减弱义务的力度。 相似文献