阿拉伯语母语者学英语不规则词形变化时，受母语干扰但可借助正确输入实现语法重构。
The acquisition of English irregular inflections by Yemeni L1 Arabic learners: A Universal Grammar approach
- 基于普遍语法理论，分析母语迁移与二语发展对不规则变形的影响。
- 阶段二较阶段一显著提升正确率，证明成人学习者仍可激活普遍语法。
- 输入质量差导致辅音变化、零词素等难点持续存在，需改进教学设计。
本研究采用普遍语法（UG）视角，考察也门阿拉伯语母语者习得英语不规则词形变化的过程。基于特征重组假说（FRH），分析两个发展阶段的学习者错误。第一阶段显示母语迁移主导，尤其在语音与结构层面存在错配；第二阶段则体现学习者对普遍语法特性的敏感性增强，形态重组趋向目标语言。统计分析（单因素方差分析）表明，从阶段一到阶段二，不规则词形的正确生成显著改善，证实学习者持续具备普遍语法访问能力。然而，辅音变化、零词素及-a复数形式仍存在困难，反映出输入不足、建模无效和教学薄弱限制了完全的普遍语法激活。研究结论指出，尽管母语迁移与二语发展影响初期习得，但高质量的语言输入与教学是促进成人学习者实现普遍语法驱动特征重组的关键。
原文摘要 · Abstract (English)
This study examines the acquisition of English irregular inflections by Yemeni learners of English as a second language (L2), utilizing a Universal Grammar (UG) approach. Within the UG approach, the study considers Feature Reassembly Hypothesis (FRH) (Lardiere, 2008, 2009) part of UG, focusing on the roles of first language (L1) transfer and L2 developmental influence. It analyzes learner errors across two developmental stages. Stage 1 data reveal a dominant influence of L1 transfer, particularly in phonological and structural mismatches, while stage 2 data demonstrate increased learner sensitivity to UG properties and morphological reconfiguration toward the target language. Findings reveal that errors in irregular inflectional morphology are attributed to both interlingual and intralingual sources, with overgeneralization of L2 rules as a common developmental strategy. Statistical analysis, including a one-way ANOVA, indicates significant improvement in the production of well-formed irregular inflections from stage 1 to stage 2, underscoring learners' continued access to UG. However, persistent difficulties with consonant change, zero-morpheme, and -a plural inflections suggest that limited exposure, ineffective input modeling, and insufficient instructional quality constrain full UG access. The study concludes that while L1 transfer and L2 developmental factors influence initial stages of acquisition, appropriate linguistic input and instruction are critical for facilitating UG-driven feature reassembly in adult L2 learners.
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