Roles of Lexical Aspect and Narrative Structure in Early Tense-Aspect System of L2 English: A New Perspective from Cognitive Linguistics

詞彙體態與敘事結構於英語為第二語言中時貌習得初期之角色：認知語言學的新觀點

賴昱達(Yu-Da Lai)

《英語教學期刊》 38卷2期 (2014/06) Pp. 65-103

https://doi.org/10.6330/ETL.2014.38.2.03

摘要

本文從認知語言學的觀點，針對英語學習者其時貌選用在（前景／背景）敘事結構中與不同詞彙體態的動詞所呈現之不對稱關聯性，提出以象似性原則（標記象似性與距離象似性）為基礎之統整性的解釋，並揭示了參與時貌習得中的認知機制。本文的研究 材料為44位臺灣大學生（初級：24位；中級：20位）的敘事寫作，內容為The Snowman 圖片書中的故事情節，其分析結果有兩大發現：（1）初、中級英語學習者之時貌與動詞的搭配多為無標記的用法，反映了使用的時貌所映射的外在／內在認知視角與搭配動詞所投射的情境之有界／無界的認知概念契合度高，也支 持了時貌系統的發展遵循了標記象似性原則的看法。（2）英語學 習者對敘事結構的敏感度與其英語程度呈現正相關，亦即只有中級學習者的時貌分佈反映了前景／背景的差異，此外，相較於認知概念契合度的考慮，敘事結構對學習者使用時貌的影響整體較弱，反映了距離象似性原則的運作機制。根據上述發現與分析，本文亦提出了以認知語言學為基礎之建構式教學法的建議，從英文名詞之可／不可數區隔開始，便逐步提供學習者認知視角與有界／無界的認知解釋，以做為有效習得動詞與時貌的搭配及其於敘事結構中之定景功能的基礎。

關鍵字

認知語言學 ； 體態類別 ； 敘事結構

並列摘要

This paper presents a unified cognitive linguistics (CL) account grounded on the iconicity principle (i.e., iconic markedness and iconic proximity) for motivating the L2 asymmetric associations of the grammatical aspects, respectively, with verbs of different aspectual classes and the narrative structure (i.e., foreground-background distinction). The study, consisting of 44 written narratives by Taiwanese EFL college students at elementary and intermediate levels, suggests that first, the interlanguage aspect system develops from the unmarked usages parameterized with the degree of conceptual fitness between the (un)boundedness of the situations projected by the lexical verbs and the (inner/outer) perspectivization embedded in the grammatical aspects (principle of iconic markedness), and second, learners' sensitivity to the grounding influence positively correlates with their proficiency, and the connection strength of the grounding influence to the aspectual use is overall weaker than the consideration of conceptual fitness (principle of iconic proximity). Based on the above, a CL-based constructive approach is suggested to provide learners with step-by-step input (mass/count noun → verb-aspect combination → grounding distinction) that is comprehensible enough to motivate the aspectual usages in relation to the (un)boundedness and perspectivization under the intricacy of lexical aspectual class and narrative structure.

並列關鍵字

cognitive linguistics ； aspectual class ； narrative structure

參考文獻

Meisel, J. M.(Ed.)(1986).Adquisición de lenguaje/Aquisição da linguagem.Frankfurt, Germany:Vervuert.

Andersen, R. W.(1991).Developmental sequences: The emergence of aspect marking in second language acquisition.Cross currents in second language acquisition and linguistic theories.(Cross currents in second language acquisition and linguistic theories).:

Andersen, R. W.(1993).Four operating principles and input distribution as explanations for underdeveloped and mature morphological systems.Progression and regression in language: Sociocultural, neuropsychological, and linguistic perspectives.(Progression and regression in language: Sociocultural, neuropsychological, and linguistic perspectives).:

Andersen, R. W.,Shirai, Y.(1994).Discourse motivations for some cognitive acquisition principles.Studies in Second Language Acquisition.16,133-156.

Ritchie, W. C.(Ed.),Bhatia, T. K.(Ed.)(1996).Handbook of second language acquisition.San Diego, CA:Academic Press.