Earticle

Establishing the referential dependency between the reflexive pronoun and its antecedent is needed to comprehend the sentence involving the reflexive anaphor. This study investigates how Korean English learners process reflexive pronouns using an offline acceptability judgement task and an online self-paced reading task. The offline task showed Korean learners were very sensitive to the syntactic constraint of the reflexive pronoun. The online task showed evidence of applying binding principle A at the reflexive region and the simultaneous processing of syntactic and semantic information for the referential dependency during reading. The result is consistent with the interactive-processing model that syntax and semantics have influences at the same time on the sentence processing. However, it is notable that syntactic information plays a more important role than semantic information in the processing of reflexive pronouns.

聽力理解不是聽話者對外界語音刺激簡單接收的被動過程, 而是對自己所聽到的話語進行解碼信息、重構語義、儲存記憶、匹配邏輯等一系列的複雜過程, 卽聽話者主動參與的過程。按照第二語言習得順序硏究, 第二語言學習者首先要努力提高聽力能力, 並通過聽力水平的提高能促進口語能力的發展。筆者認爲, 聽寫是提高聽力能力的有效敎學手段, 卽聽力理解能力、基礎語法知識及其應用、社會知識、邏輯推理能力、標點符號知識和書寫能力等等, 能準確反映一個人的總體語言水平｡同時, 聽寫是有效的測試手段, 因此, 筆者爲了驗證用不同方式進行聽力敎學如何影嚮學習者的聽力能力, 進行了兩次聽寫實驗｡本硏究受試是某大學一年級漢語專業學生, 共61人(實驗組30人, 對照組31人), 實驗爲期16週, 每週進行一次50分鐘的聽寫練習, 要求兩組被試將所聽短文復原｡ 實驗採用了全文聽寫, 要求受試完整記錄所聽到的內容, 然後給受試足够的時間根據記錄進行信息重組｡ 在此重要的是, 針對實驗組, 筆者在開始聽寫前先激活學習者大腦中的相關圖式, 卽採用自上而下的方法, 將使新輸入的信息與大腦已知信息或背景知識聯係起來, 並引導學習者根據標題或主題詞語産生聯想, 對卽將聽到的相關情節進行豫測｡實驗的評分項目主要有4種, 分別爲生詞評分、詞語豫測評分、句型評分和總字數評分｡ T檢驗結果顯示, 實驗組在詞語豫測和總字數上的成績都顯著大於對照組, 證實了採用自上而下的方法進行聽寫訓練, 有助於提高學習者的聽力水平｡