Comrie(1976) (the Aspect Hypothesis, Andersen & Shirai 1994) 1. (perfective aspect) Vendler(1967) , buy make a cake 4)

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1 ( ) May Modern Foreign Languages (Quarterly) Vol.35 No.2 * : ( ) ( ) : [ ] H313 [ ] A [ ] (2012) (the Aspect Hypothesis Andersen & Shirai 1994) 1 (perfective aspect) (tense-aspect acquisition) (imperfective aspect) :1) ; ;2) ( 2009) (ibid.:4) Comrie ( ) Vendler(1967) :1) (state): (aspect) (grammatical aspect) (lexical aspect) Comrie(1976) see love 2) (activity): run cry 3) (accomplishment): buy make a cake 4) * 2009 ( :wym09020) 1 (Defective Tense Hypothesis Andersen 1991) (Primacy of Aspect HypothesisRobinson 1990)

2 159 (achievement): recognize 1 break 1 (Andersen 1991:311) Robinson(1995) Bardovi-Harlig (Shirai Bergst 觟 m(1996) 1991 Bardovi-Harlig 2000:227) : Clachar(2005) ( ) ( ) Ayoun Salaberry(2008) Hong(2008) ( ) ( Zhao MacWhinney(2010) > > > ) 2.2 ( ( Bardovi-Harlig 1998;Collins 2002) (2002) (2005) Salaberry(2000) 5 ( ) (19.9%>8%) ) 2 Zhao MacWhinney(2010:509)

3 160 (2010) ;2) Rodhe(2002) ;3) be (80%-100%) Housen(2002) 3. (token) 3.1 (type analysis) said 1) got Rodhe(2002) be Housen 2) (2002) be? 3) Haznedar (2007)? be do? ( 95%) 3.2 Bardovi-Harlig (1998) ( ) 37 19~21 20 (2010 be 6 ) 9 6 : 1) ; 2) :? 41 4 An Unforgettable : 1) Event for Me One day 3 4

4 161 : 30 2) 41 One day a. And then the night come the night came. come came 0.5 3) : b. And some some of his some of Lily s friends arrived advice advice that advice that 40 I have I have to sing a song as the punished. 3.4 advice arrived arrivedadvice word 4) excel (finite 5) verbs) (Bardovi-Harlig 1998;Collins (obligatory context) ( Tajika 1999; 2005) (clause):1)be be ;2) do ; 3) ;4) : : 1) (homorganic stops) (interdental fricatives) ( fail to / failed to open the wallet / opened the wallet) 1) : 2002) be (simple past marking) (ran found) (knewed feeled) 2) (simple present) watch treats 3) (progressive) 4)

5 162 (perfect) Bardovi-Harlig(2000: ) 5) (Others) be + Bardovi-Harlig (1998) be 4. (2006) is be+ ( 2 3) 2 ( ) % 42.7% 65.4% 59.1% 53.1% % 48.5% 31.8% 34.5% 41.2% % 4.9% 0.5% 0.5% 1.1% % 1.0% 0.9% 1.5% 1.1% % 2.9% 1.4% 4.4% 3.6% % 100.0% 100.0% 100.0% 100.0% ( : ( :p =.000; p =.000; :p =.000) 2 3 (53.1% < 80.5%) Z- 5 hoc analysis) (Woods et al. 2000:183) (Z= > 1.960p <.05) :p =.004) Turkey HSD (post (p <.05) (ANOVA) (p >.05) 5 Z- (group)

6 163 3 ( ) % 76.9% 88.8% 81.9% 80.5% % 20.5% 10.1% 12.3% 17.1% % 2.6% 0.7% 0.4% 0.9% % 1.5% 0.5% % 1.0% % 100.0% 100.0% 100.0% 100.0% ( ( ) 94.3% ( ) (p <.05) 97.1%) (Bardovi-Harlig (p > 1998;Collins 2002).05) ( 2004; ) (61.3% > 41.7% Z- :Z = > 1.960p <.05) : ( ) :

7 164 1 (relevance principle): 2 (congruence principle): ( 2005; 2010) 3 (one-to-one principle): Skehan (1998) 4 (prototype theory): (distributional analysis) : ( Bardovi-Harlig 1998; Collins 2002; 2005; 2005; 2010) (Tajika 1999;Bardovi-Harlig 2000) (Bardovi-Harlig : 46):

8 : ( : (59.1%)> (65.4%)> (42.7%)> (41.4%); : (88.8%)> (81.9%)> (76.9%)> (73.0%)) Hong(2008) went to ( 2005; Andersen R. W Developmental sequences: 2010) (2010) The emergence of aspect marking in second be language acquisition [A]. In T. Huebner & C. A. Ferguson (eds.). Crosscurrents in Second Language Acquisition and Linguistic Theories [C]. Amsterdam: John Benjamins Andersen R. W. & Y. Shirai Discourse motivations for some cognitive principles [J]. SSLA 16: Ayoun D. & M. R. Salaberry Acquisition of English tense-aspect morphology by advanced French instructed learners [J]. Language Learning 58: Bardovi-Harlig K Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology [J]. SSLA 20: Bardovi-Harlig K Tense and Aspect in Second Language Acquisition: Form Meaning and Use [M]. Oxford: Blackwell. Bardovi-Harlig K. & A. Bergst 觟 m The acquisition of tense and aspect in SLA and FLL: A study of learner narratives in English (SL) and

9 166 French (FL) [J]. Canadian Modern Language Review 52: Clachar A Creole English speakers treatment of tense-aspect morphology in English interlanguage written discourse [J]. Language Learning 55: Collins L The roles of L1 influence and lexical aspect in the acquisition of temporal morphology [J]. Language Learning 52: Comrie B Aspect [M]. Cambridge: Cambridge University Press. Haznedar B The acquisition of tense-aspect in child second language English [J]. Second Language Research 23: Hong W. M Lexical Aspect and L1 Influence on the Acquisition of English Verb Tense and Aspect among the Hong Kong Secondary School Learners [D]. PhD Dissertation. Hong Kong Polytechnic University. Housen A The development of tense-aspect in English as a second language and the variable influence of inherent aspect [A]. In R. Salaberry & Y. Shirai (eds.). The L2 Acquisition of Tense- Aspect Morphology [C]. Amsterdam: Benjamins Robinson R The primacy of aspect: Aspectual marking in English interlanguage [J]. SSLA 12: Robinson R The aspect hypothesis revisited: A cross-sectional study of tense and aspect marking in interlanguage [J]. Applied Linguistics 16: Rodhe A The aspect hypothesis in naturalistic acquisition: What uninflected and non-target-like verb forms in early interlanguage tell us [A]. In R. Salaberry & Y. Shirai (eds.). The L2 Acquisition of Tense-Aspect Morphology [C]. Amsterdam: Benjamins Salaberry R The acquisition of English past tense in an instructional setting [J]. System 28: Skehan P A Cognitive Approach to Language Learning [M]. Oxford: Oxford University Press. Tajika H Variable Patterns of Tense / Aspect Marking in Interlanguage [D]. PhD Dissertation. The University of Minnesota. Vendler Z Linguistics in Philosophy [M]. Ithaca NY: Cornell University Press. Woods A. P. Fletcher & A. Hugnes Statistics in Language Studies [M]. Beijing: Foreign Language Teaching and Research Press. Zhao Y. & B. MacWhinney Competing cues: A corpus-based study of the English tense-aspect in second language acquisition [R]. Proceedings of the Annual Boston University Conference on Language Development 34 2: [J] (2): [J] (1): ( )2009 [C] : s is [J] (3): [J] (1): [J] (7): [J] (2): [J] (6): [J] (2):54-59 : ; ; : <anna_01124@yahoo.com.cn> <rachelgw@163.com> <michelle82604@21cn.com> () () ()

10 Functional recast of causal discourse:from textbook discourse to lecture discourse by Liu Ping and Liang Xiaoping p. 142 Within the theoretical framework of systemic functional grammar this paper makes a comparative study of the textbook discourse and lecture discourse of a bilingual physics course. Employing the functional approach the study finds that textbook discourse is more grammatically metaphorical but results in obscurity of its causality. The functional recast is used by the bilingual instructor as a major strategy of textbook discourse reconstruction mainly converting from metaphorical mode to congruent one. The test result of the cognitive effect of the two discourses shows that this strategy is effective. Its theoretical basis and bilingual instructor s role in the negotiation of meanings and forms are discussed. An empirical study of Chinese EFL learners derivational knowledge by Zhang Dongbo Zhao Shouhui and Sun Xiaoxi p.150 This study examines Chinese EFL learners derivational knowledge focusing on non- English major graduate students. Derivational knowledge is measured with a Base Identification task and a Meaning Inference task which cover both regular and shift words. Based on reading comprehension ability learners are divided into two proficiency groups. Three-way ANOVA produces significant main effects of task type regularity and reading ability. Specifically learners Meaning Inference ability is lower than their Base Identification ability; regular words produce a higher rate of correct answers; and proficient readers outperform less proficient readers. The three-way interaction effect is also significant. With regular words the advantage of proficient readers over less proficient readers is significantly larger for the Meaning Inference task than for the Base Identification task. Such a simple interaction effect is not found significant for shift words. A study of lexical aspect and the acquisition of simple past based on spoken and written narratives by Yang Yanfeng Gong Wen and Liang Liang p.158 The study examines the relationship between lexical aspect and simple past marking based on spoken narratives and their corresponding written ones by Chinese EFL learners. It is found that the rate of simple past marking in the oral data is significantly lower than that in the written one. Regardless of the spoken or written form the rate of simple past marking differs greatly between telic verbs (achievements and accomplishments) and atelic verbs (activities and states) but not between achievements and accomplishments nor between activities and states. The findings partly support the predictions on past / perfective marking in the Aspect Hypothesis and indicate that different registers and task types may influence the use of simple past but won t affect the distribution trend of simple past marking across lexical aspect. Syntactic-semantic interplay in Chinese EFL learners English sentence processing: A study based on gap and animacy by Zhang Xiaopeng p.167 This study investigates the contribution of both semantic cues and syntactic strategies in English sentence processing by adopting participate-paced word-by-word reading program. The research material consists of four sentence types of gap-animacy combinations. Participants from three different groups include learners of intermediate English proficiency learners of high proficiency and native English speakers. Results show that both animacy cue and gap strategy function significantly when two groups of Chinese EFL learners are processing English sentences while the native speakers depend mainly on the syntactic-gap driven strategy when processing these sentences. The conclusion is that Chinese EFL learners do not process English sentences in the same manner as native speakers do. 219