CAJ | 학술논문

母语迁移说、中介语理论和监察模式只描述了二语习得的不同表现特征，标记理论和原型范畴则为二语习得中的错误和难点寻找理由。笔者在句法层面上论证了出现这些特征和错误的根本原因是类比思维在起作用，学习者自始至终都在使用类比，类比思维既促进又制约着他们的习得；分析了二语习得中前期类比迁移特征，是在语际间（母语和目的语）进行的，而后期类比迁移特征，则是在语内（目的语间）进行的。
모어천이설、중개어이론화감찰모식지묘술료이어습득적불동표현특정，표기이론화원형범주칙위이어습득중적착오화난점심조이유。필자재구법층면상론증료출현저사특정화착오적근본원인시류비사유재기작용，학습자자시지종도재사용류비，류비사유기촉진우제약착타문적습득；분석료이어습득중전기류비천이특정，시재어제간（모어화목적어）진행적，이후기류비천이특정，칙시재어내（목적어간）진행적。
The theories of First Language Transfer, Interlanguage and Monitor Model represent different features in SLA, while Markedness Theory and Prototype Category try to illustrate the causes of mistakes and difficulties in SLA. With sentence structures, the paper argues that the root for these features and mistakes lies in analogical thinking, which plays an active role and is applied throughout L2 learning, contributing to as well as constraining L2 acquisition. It analyzes the features of analogical transfer in the former period of SLA, going on between mother tongue and target language ; and the ones in the latter period of SLA, going on within the target language