Interpretation of English Reflexives: L2 Proficiency, Sentence Type and Context Effect

Languages differ in the linguistic property of reflexives. An increasing number of studies have been conducted on how Chinese learners of English acquire English reflexives, focusing on L1 transfer or parameter re-setting, though few have addressed the issue from the perspective of L2 proficiency and pragmatic accounts. This study therefore aimed to investigate how Chinese-speaking learners of English interpreted sentences with English reflexives, and to disentangle different factors, including L2 proficiency levels, sentence types and the context effect. A total of 108 learners of English and 15 native speakers of American English took English multiple-choice judgment tasks with or without specified contexts. The results showed that multiple factors, including L2 proficiency, sentence types and the context effect, played a dominant role in these learners’ interpretations of English reflexives. A greater dependency on contextual information was identified in the learners’ interpretations than in those of the native speakers. Predictions made according to the Markedness Differential Hypothesis and the notion of L1 transfer were somewhat limited. Suggestions for teaching and learning English reflexives are offered.

關鍵字

English reflexives ； L2 proficiency ； context effect

並列摘要

語言間之反身代名詞屬性互異。現有文獻多著重於第一語言轉移如何影響華語母語者之英語反身代名詞之習得，少有第二語言程度與語用情境因素之探討。本文研究英文程度與情境因素對華語母語者之英語反身代名詞之解讀表現，第一語言等相關因素亦納入討論。研究參與者包含108位臺籍英語學習者與15位英語母語人士。臺籍英語學習者依英語程度，分為初階、中階及進階三組。研究結果顯示：多元因素，包含第二語言程度、句型結構與語用情境交互影響研究參與者之英語反身代名詞之解讀。相較於英語母語人士，英語學習者較依賴語用情境之線索。本文進一步指出區辨標誌假說與第一語言轉移之侷限，並貢獻語言學習之理論架構與未來英語反身代名詞教學之建言。

並列關鍵字

英語反身代名詞；英文程度；語用情境區辨

參考文獻

Chen, C. Y.,Sung, L. M.(1998).Acquisition of reflexive by EFL students in Taiwan.Studies in English Literature and Linguistics.24,1-22.

Google Scholar

Chen, H. C.,Hsin, A. L.(2004).Interpretation of binding of Chinese and English reflexives by Taiwanese college students.Taiwan Journal of TESOL.1(1),59-86.

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