大学生对英语动结构式的习得研究-外国语言学与应用语言学专业论文.docx

II II in Jiangxi province have participated in this study. All the subjects are divided into three language proficiency groups. Our empirical findings include the following: First，subjects from different language proficiency groups displayed significant difference on only three categories of Acceptability Judgment Task, namely transitive verb, intransitive verb and constraint on subject. The main tendency is that the subjects’ acquisition of these aspects of resultative construction has been improved with the development of their language proficiency. Second, empirical data indicate that in acquiring English resultative construction, Chinese university students at the same proficiency level will learn more easily the sentences containing transitive verbs than sentences containing intransitive verbs. Third, our data indicates that Chinese university students tend to accept both animate and inanimate nouns as the subjects of resultative sentences. And they tend to accept inanimate nouns more than animate nouns as the subject of English resultative sentences. Fourth, Chinese university students can accept both gradable and non-gradable adjectives as the complement of English resultatives. Last but not least three pieces of pedagogical implications of this study have been given. First, we should provide more relevant input of English resultative sentences in English textbooks of middle school and college. Second, teachers should try to arouse students’ awareness of the cross-linguistic difference between English resultative and Chinese resultative when they are trying to teach this construction. This kind of cross-linguistic awareness may help students to minimize the influence of negative transfer and hence promote their acquisition of new rules of the target construction. Third, teachers should pay much attention to the instruction of construction meaning. Key words: Construction Grammar; resultative construction; acquisition; cross-linguistic difference I