本論文旨在應用第二語言習得理論探討英語被動句的學習過程文中以被動句的五項特性詞序 動詞型式格位吸收長距離被動化及不幸意函設計兩組題型測驗師大附中80名音樂班學生及20位以英語為母語的外籍人士實驗結果顯示中國學生英語被動句的習得過程中母語干擾的現象仍相當顯著但普遍語法亦發揮了部份功能此外高年級學生的表現確實比低年級學生好 這也證明學習年限確實也是影響第二語言習得的重要因素本實驗也發現對受試者而言理解性題型較製造性的題型容易合乎文法的題目也較不合乎文法的題目台來的簡單而且被動句的五項特性每個特性難易不一格位理論最難較後期才能學好而語意特性則最容易較早學

This thesis aims to investigate Chinese students' acquisition of the passiveconstruction in English. On the basis of the five properties of the passiveconstruction, i.e. word order, verb form, Case absorption, long-distancepassivization and adversity. An experiment which consisted of a grammaticality judgment task and a production task was designed. 80 highschool students in the music class of the Affiliated High School of NationalTaiwan Normal University, together with 20 native speakers of English wereasked to participate in the experiment. The results show taht L1 knowledgeis influenced in L2 acquisition, but Universal Grammar is also accessible, suggesting that the indirect-access UG hypothesis is supported in L2 acquisition. Furthermore, it has been found that learners who learned Englishfor a longer period of time had higher proficiency. There was a significantmethodology effect: the comprehension task was generally preferred to theproduction task. In addition, grammatical sentences were responded better than ungrammatical sentences. Finally, among the five properties of the passive construction, it was found that each of them was acquired in a different pace: Case absorption the most difficult, and adversity the easiest.