本书是关于“英语母语者对汉语非宾格动词的第二语言习得研究”专著，本专著在语义-句法关联理论的大框架下研究成人英语母语者对汉语非宾格动词的第二语言习得过程。根据非宾格假设，传统意义上的不及物动词可以进一步分为两类：非宾格动词和非作格动词。前者带有深层宾语，但没有深层主语，而后者则只带有深层主语，缺少深层宾语。这种区分是一种跨语言的普遍现象，尽管在不同的语言中非宾格性的实现方式不尽相同。

本专著在语义-句法关联理论的大框架下研究成人英语母语者对汉语非宾格动词的第二语言习得过程。根据非宾格假设，传统意义上的不及物动词可以进一步分为两类：非宾格动词和非作格动词。前者带有深层宾语，但没有深层主语，而后者则只带有深层主语，缺少深层宾语。这种区分是一种跨语言的普遍现象，尽管在不同的语言中非宾格性的实现方式不尽相同。

相关文献表明，不同母语背景的学习者在习得第二语言中的非宾格动词时都会遇到问题。但是前人研究中所涉及的第二语言绝大部分是英语，而且这些研究采用的都是非实证的研究设计。因此，研究者们只能在各自的研究中对所观察到的现象进行推测性的解释。()shita试图克服这个弱点，于是在2001年提出了“非宾格陷阱假设”，力图对多种语言非宾格动词习得研究中出现的各种现象进行统一的解释。但是，()shita的模式也存在问题，特别是他引用来证明习得路径的有关汉语非宾格动词的证据在可靠性方面存在问题。

为了克服“非宾格陷阱假设”的不足，本研究首先对非宾格现象进行了跨语言的详尽分析，重点比较英、汉非宾格动词现象的异同。我们的分析重点讨论了汉语非宾格动词的显性特征以及可以用来区分汉语非宾格动词与非作格动词的可靠的诊断式问题。更重要的是，在前人研究的基础上，本论文第一次提出了汉语非宾格动词的层级结构、汉语非宾格动词的范畴，并且标明了各个非宾格动词的细类在层级结构中的位置。

基于“非宾格陷阱假设”及详尽的语言分析，本论文提出了八个假设，对英语母语者习得汉语非宾格动词的路径做出了预测。本研究采用的是横断研究法，实验工具包括产出性任务(组词成句)和语法判断任务。参加实验的受试者包括60名英美留学生(分为初级、中级和高级三个组别)以及20名汉语母语学习者(福建师大文学院中文专业的学生)。

本研究的实验结果验证了“非宾格陷阱假设”的基本思路：初级学习者在习得非宾格动词时无法正确区分非宾格动词和非作格动词，只有到了高级阶段，在学习者能够正确区分上述两类动词之后，有关非宾格动词的语法结构才能为学习者习得。但是，本研究发现，在有关典型的汉语非宾格动词和体标记的习得路径以及对汉语非宾格动词的习得顺序等方面，学习者呈现的是一种“犁型”的习得路径，而不是如“非宾格陷阱假设”预测的“u型”路径。造成这种现象的因素有三个：目的语环境下的语言输入、语义联结规则的结构限制及母语迁移。

序

Acknowledgements

Abstract

中文摘要

Chapter I Introduction

 1.1 Research Orientation

 1.2 The Unaccusative Verbs: the Target of Research

 1.3 Rationale for the Study

 1.4 Key Research Questions

 1.5 Organization of the Book

Chapter 2 In Search of Theoretical Foundation

 2.0 Introduction

 2.1 Empirical Basis of UTH

 2.2 The Single-Argument Linking Rule

 2.3 Three Stages of the Unaccusative Acquisition in L2 English.,

 2.4 General Predictions of UTH

 2.5 A General Comment on UTH

Chapter 3 Cross-linguistic Analysis of Unaccusativity

 3.0 Introduction

 3.1 An Overview of Unaccusativity

3.1.1 Unaccusative Hypothesis

3.1.2 Unaccusativity Hierarchy

3.1.3 Approaches to Unaccusativity

 3.2 Unaccusativity of English and Other Languages

  3.2.1 Deep vs. Surface Unaccusativity

  3.2.2 Definiteness Effect (DE)

  3.2.3 Diagnostics for Unaccusativity

  3.2.4 The Passive vs. the Unaccusative

  3.2.5 Summary

 3.3 Issues Pertaining to Chinese Unaccusativity

3.3.1 Subclasses of Chinese Unaccusatives

3.3.2 Surface Unaccusativity

3.3.3 DE of Chinese Unaccusativity

3.3.4 Diagnostics for Chinese Unaccusativity

3.3.5 The Unaccusative and the Passive in Chinese

  3.4 Summary and Conclusions

Chapter 4 Predictions on L2 Acquisition of Chinese Unaccusatives by English-L1 Learners

  4.0 Similarities and Differences Between English and Chinese Unaccusativity: A Revisit

  4.1 Implications of Cross-linguistic Differences for L2 Acquisition of Chinese Unaccusatives

4.1.1 L1 Transfer and Markedness Theories

4.1.2 Effect of Markedness on L2 Acquisition of Chinese Unaccusatives

  4.2 Research Hypotheses

Chapter 5 The Empirical Study

  5.0 Research Design

  5.1 Participants

  5.2 Instrumentation

5.2.1 Verb Tokens

5.2.2 Writing Production Task (WPT)

5.2.3 Grammaticality Judgment Test (GJT)

  5.3 Data Collection

  5.4 Data Preparations and Data Analysis

5.4.1 Scoring of WPT Data

5.4.2 Scoring of GJT Data

5.4.3 Data Preparations

5.4.4 Statistical Analysis

Chapter 6 Results for Research Hypotheses Testing

  6.0 Introduction

  6.1 Results for Hypothesis 1

  6.2 Results for Hypothesis 2

  6.3 Results for Hypothesis 3

  6.4 Results for Hypothesis 4

  6.5 Results for Hypothesis 5

  6.6 Results for Hypothesis 6

  6.7 Results for Hypothesis 7

  6.8 Results for Hypothesis 8

Chapter 7 General Discussion

  7.0 Introduction

  7.1 Summary of Major Findings

7.1.1 Linguistic Finding: Chinese Unaccusativity Hierarchy

7.1.2 Empirical Findings

 7.2 Unaccusative-Related Phenomena in L2 Acquisition of Chinese.

 7.3 Factors Involved in L2 Acquisition of Chinese Unaccusativity

7.3.1 Developmental Route of L2 Acquisition of Chinese Unergatives

7.3.2 Developmental Route of L2 Acquisition of Chinese Unaccusatives

7.3.3 Other Issues Concerning the Plough-shaped Route of Development

  7.4 Summary

Chapter 8 Conclusions, Pedagogical Implications, and Recommendations for Further Research

  8.1 Conclusions: A Modified Developmental Model for L2 AcquisitioJ of Chinese Unaccusatives

  8.2 Pedagogical Implications

  8.3 Recommendations for Further Research

References

Appendix A Tables 1-6

Appendix B Research Instruments

Appendix C An Example Test of HSK

List of Tables

3.1 Classifications of Chinese Unaccusatives

3.2 Distribution of Some Features of 18 Basic Chinese One-place Verbs

4.1 Significant Similarities and Differences Between English and Chinese Unaccusativity

5.1 Background Information About L2 Participants (N = 60)

5.2 Means and Standard Deviations for Four Participant Groups

5.3 Scheffe Tests of Means for Four Participant Groups

5.4 Verb Tokens for Investigation

6.1 Means and Standard Deviations of NP + V constructions of Unaccusatives, Unergatives and Transitives by Low and Intermediate Groups (GJT)

6.2 Means and Standard Deviations of V + NP constructions of Unaccusatives, Unergatives and Transitives by Low and Intermediate Groups (GJT)

6.3 Results of One-way ANOVAs for Unaccusatives, Unergatives and Transitives by L2 Low and Intermediate Groups (GJT)

6.4 Means and Standard Deviations of NP + V constructions of Unaccusatives, Unergatives and Transitives by Low and Intermediate Groups (WPT)...

6.5 Results of Paired-Samples t-tests for the Two Constructions (GJT)

6.6 Results of Paired-Samples t-tests for the Two Constructions (WPT)

6.7 Five Types of Typical Chinese Unaccusatives

6.8 Results of Independent-Samples T-Test for Subgroup A and Native Speaker Group on Five Types of Typical Unaccusatives (GJT)

6.9 Results of Independent-Samples T-Test for Subgroup A and NativeSpeaker Group on Five Types of Typical Unaccusatives (WPT)

6.10  Results of Independent-Samples T-Test for the Five Types of Typical Unaccusatives by Low and Intermediate Learners (GJT)

6.11 Results of Independent-samples T-Test for the Five Types of Typical Unaccusatives by Low and Intermediate Learners (WPT)

6.12 Results of One-way ANOVAs for Four Types of Unaccusatives by Three L2 Participant Groups (GJT)

6.13 Results of One-way ANOVAs for Four Types of Unaccusatives by Three L2 Participant Groups (WPT)

6.14 Results of Paired-Samples t-tests for the Two Patterns (GJT)

6.15 Percentage of Errors Made by Three L2 Participant Groups (WI~)

6.16 Results of One-Way ANOVAs for Five Types of Unaccusatives bv Three L2 Particivant Grouv (GFF)

6.17 Results of One-Way ANOVAs for Five Types of Unaccusatives by Three L2 Participant Group (WPT)

7.1 Order of L2 Acquisition of Four Types of Typical Chinese Unaccusatives by English Learners of Chinese at Three Proficiency Levels

Appendix A

Table 1 Means and Standard Deviations of Four Types of Unaccusatives by L2 Learners (GJT)

Table 2 Means and Standard Deviations of Four Types of Unaccusatives by L2 Learners (WPT)

Table 3 Means and Standard Deviations of Four Types of Unaccusatives Compared to Alternatives by L2 Learners (GJT)

Table 4 Means and Standard Deviations of Four Types of Unaccusatives Compared to Alternatives by L2 Learners (WPT)

Table 5 Means and Standard Deviations of Special Patterns of Unaccusatives and Passives in GJT and WPT

Table 6 Means and Standard Deviations of Unaccusatives and Unergatives in GJT and WPT

List of Figures

3.1 Unaccusativity Hierarchy (Sorace & Shomura, 2001: 250)

3.2 Chinese Unaccusativity Hierarchy

8.1 Plough-shaped Development Route