Ronald R Kelly, Gerald P Berent, Erin Finton, Tanya Schueler-Choukairi, Stanley Van Horn, Zhong Chen, Kimberly Persky, Susan Post Rizzo, Kathryn L Schmitz
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引用次数: 0
摘要
我们对大学聋人和重听者(DHH)学生、英语作为第二语言(L2)的听力学生以及英语母语为听力的学生(NS)进行了英语结果句和描写句知识的评估。在 "Kevin wiped the table clean"(凯文把桌子擦干净了)中,结果短语 "clean "表示由于凯文擦桌子,桌子变得干净了。在 "Megan drunk drove the car "中,描写性短语 "drunk "描述了 Megan 在整个驾驶过程中的状态。句子可接受性评分量表任务的研究结果显示,与 DHH 和 L2 组相比,NS 组的成绩更高,而且随着整体英语水平的提高,他们的成绩也几乎相等。学员在主动句、被动句和非指责性结果句上的表现高于非语法非ergative结果句,在语法描写句类型上的表现高于非语法描写句类型。这些发现为 DHH 和 L2 学习者英语习得的比较研究提供了新的见解。
DHH and L2 college students' knowledge of English resultatives and depictives.
College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In "Kevin wiped the table clean," the resultative phrase "clean" indicates that the table became clean as a result of Kevin wiping it. In "Megan drove the car drunk," the depictive phrase "drunk" describes Megan's state throughout the entire event of driving. Findings of a sentence-acceptability rating scale task revealed higher performance by the NS group compared to the DHH and L2 groups, whose near-equivalent performance improved with increasing overall English proficiency. Participants exhibited higher performance on active, passive, and unaccusative resultative sentences than on ungrammatical unergative resultatives and higher performance on grammatical than ungrammatical depictive sentence types. These findings contribute new insights into the comparative study of English acquisition by DHH and L2 learners.
期刊介绍:
The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.