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研究生： 甘昀鑫
Kan, Yun-Hsin
論文名稱： 臺灣學生義大利文反身詞之第三語言習得
Third Language Acquisition of Italian Reflexives by Taiwanese Students
指導教授： 陳純音
Chen, Chun-Yin
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2015
畢業學年度： 103
語文別： 英文
論文頁數： 111
中文關鍵詞： 義大利語 、第三語言習得 、長距離約束 、阻斷效應 、主語傾向性
英文關鍵詞： Italian, third language acquisition, long-distance binding, blocking effects, subject orientation
論文種類： 學術論文
相關次數： 點閱：120  下載：37 
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    • 本研究旨在探討在台以華語為母語的學生對三種義大利語反身詞之第三語言習得。主要的議題包括不同類型反身詞的習得難易度、反身詞習得與長距離約束相關、反身詞在單句及複句上習得之差異、題型效應以及義大利語言能力之影響。本研究設計兩個實驗題型：文法判斷題（是非題）與語句詮釋題（選擇題）。受試者為五十六位以中文為母語的大學生以及二十八位義大利語母語人士，華語受試者依據其義大利語程度，分為初級及高級兩組。
    整體實驗結果顯示，受試者在學習義大利語反身詞時，受到不同種類反身詞複雜度及第一語言和第二語言轉移的影響。根據受試者的表現，在三種義大利語反身詞中，所有格的反身詞表現最差，最不易習得；而受試者在代名詞的反身詞和動詞的反身詞表現最好。在長距離照應語的特性中，長距離約束對受試者而最困難，也最難習得；但受試者在阻斷效應及主語傾向性上表現佳，顯示此兩種特性較易習得。此外，受試者在單句的表現上比複句好，證明句子的複雜度會影響受試者對反身詞的判斷與詮釋。關於題型效應，受試者在語句詮釋題上的表現比文法判斷題來得好，顯示語句詮釋題的形式對受試者較為有利。另外，受試者之義大利語程度亦會影響其表現，高級組的表現在兩個測驗中皆優於初級組。

    The present study aims to analyze the learning difficulty of the three types of Italian reflexives by conducting two comprehension tasks (i.e., a grammaticality judgment task and an Interpretation task). Factors such as properties of long-distance binding, clausal structures, task formats and L3 proficiency were examined. The participants recruited in this study were 56 college students whose mother tongue was Mandarin Chinese and a group of 28 Italian speakers as native controls. The L3 participants were divided into two proficiency groups, each of which consisted of 28 participants.
    The overall results showed that the three types of Italian reflexives exhibited different degrees of learning difficulty. Proprio was found the most difficult while se stesso and reflexive verbs were the easiest to acquire for the participants. Moreover, long-distance binding was found the most difficult whereas blocking and subject orientation were easier among the three properties of LDA to acquire. Furthermore, our participants performed better on mono-clausal sentences than on bi-clausal sentences. With regard to task effects, the participants performed better on the Interpretation task than on the grammaticality judgment task, implying that the task formats did affect our participants’ performances on Italian reflexives. Finally, with respect to learners’ L3 proficiency, it was found that the participants at a high proficiency level outperformed the participants at a low proficiency level on both tasks regarding all the issues addressed in the present study. This implied that L3 proficiency was a factor affecting our participants’ grammaticality judgment and interpretation of Italian reflexives.

    CHINESE ABSTRACT i ENGLISH ABSTRACT ii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS vi LIST OF TABLES viii LIST OF FIGURES x Chapter One Introduction 1 1.1 Motivation 1 1.2 Theoretical Background 5 1.2.1 LD Binding 5 1.2.2 Blocking Effects 6 1.2.3 Subject Orientation 7 1.3 Research Questions 8 1.4 Significance of the Study 9 1.5 Organization of the Thesis 10 Chapter Two Literature Review 11 2.1 Linguistic Properties and Literature Review of Italian and Cinese Reflexives 11 2.1.1 Anaphoric Reflexives 13 2.1.2 Emphatic Reflexives 20 2.1.3 Linguistic Properties of Italian Reflexives 22 2.1.4 Summary 25 2.2 Previous Empirical Studies of Reflexives 27 2.2.1 Thomas (1991) 27 2.2.2 Tremblay (2006) 30 2.2.3 Miličević (2007) 33 2.2.4 Montrul et al. (2010) 35 2.2.5 Summary 37 2.3 Summary of Chapter Two 40 Chapter Three Research Design 41 3.1 Participants 41 3.2 Methods and Materials 43 3.2.1 The Grammaticality Judgment Task 44 3.2.2 The Interpretation Task 46 3.3 Procedures 48 3.3.1 Pilot Study 49 3.3.2 Formal Study 50 3.3.3 Scoring and Statistical Analysis 51 3.4 Summary of Chapter Three 52 Chapter Four Results and Discussion 53 4.1 Overall Results 53 4.1.1 The GJ Task 53 4.1.2 The Interpretation Task 57 4.1.3 The GJ Task vs. the Interpretation Task 66 4.2 General Discussion 76 4.2.1 Difficulty Order of the Three Types of Italian Reflexives 77 4.2.2 Difficulty Order of the Three Properties of LDA 79 4.2.3 Structural Complexity 81 4.2.4 Task Effects 82 4.2.5 Proficiency Effects 84 4.3 Summary of Chapter Four 87 Chapter Five Conclusion 88 5.1 Summary of the Major Findings 88 5.2 Pedagogical Implications 89 5.3 Limitations of the Present Study and Suggestions for the Future Research 90 Bibliography 91 Appendix A: Questionnaire and Italian Proficiency Test 95 Appendix B: Test Items Used in the Grammaticality Judgment Task 102 Appendix C: Test Items Used in the Interpretation Task 105 Appendix D: Results of the Pilot Study 109 Appendix E: Consent Form 111

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