现有研究表明，现代汉语的体貌系统是一个复杂的多层次系统，除了居于核心地位的语法体标记及动词的情状可以表达时体意义外，一些更高层次的句法成分如否定标记和部分副词（如状态副词与时间副词）也会与核心的体貌成分产生一定互动。在事件理解过程中，体貌系统所表示的时体意义会参与大脑的心理模拟过程，具有非常重要的作用。本文以汉语体貌系统的相关句法理论研究，以及二语习得领域关于体貌系统习得的核心假设——“体假设”作为理论基础，采用线上与线下实验相结合的方式，通过六个实验考察了汉语水平为中、高级的英语和俄语母语者的汉语语法体标记“了”、“着”的习得过程。 实验一包括线下、线上两个任务。结果发现，汉语母语者在两个任务中的表现都符合标准的体假设预期。具体表现为，线下词汇体对语法体标记的选择任务中出现典型的强终结性动词对“了”的选择优于“着”、弱终结性动词对“着”的选择优于“了”，同时“了”与强终结性动词的组合倾向优于弱终结性动词，“着”与弱终结性动词的组合倾向优于强终结性动词。线上自定步调的句法理解与判断任务中发现，上述互动关系的加工优势在句法整合窗口、句子合法性判断窗口以及判断正确率方面均显著，意味着此种深层互动具有很强的即时句法加工的心理现实性。 实验二的任务类型及实验材料同实验一。被试为中、高级汉语水平的英语和俄语母语者。结果发现线下与线上任务中的结果存在差异。各组留学生被试均在线下的体标记选择倾向任务中表现出符合体假设预期的词汇体与语法体的深层互动关系，但在线上任务中的表现只是部分符合体假设，强终结性动词与“了”存在显著的互动关系，而弱终结性动词与“着”没有表现出显著的互动关系。其中英语母语被试在合法性判断正确率以及句法整合、句子合法性判断窗口的效应均显著，俄语母语被试仅在合法性判断正确率以及句子合法性判断窗口效应显著。 实验三、实验四为线下句子合法性判断任务，将考察点扩展到体标记与否定标记“不/没”（实验三）以及副词“总是/正在”（实验四）互动关系的习得。结果实验三发现，英、俄语两类母语者在中级阶段均已基本习得否定标记“不/没”与“了”的互动关系，对“不+了”与“没+了”的否定判断率无差异（均达到60%以上）。到高级阶段时，对“不+了”与“没+了”的否定判断率都有显著提高（均达到75%以上），并且对“不+了”的否定判断率基本达到正确的“刚+了”的判断水平，说明其对否定标记“不”的习得掌握基本达到成熟水平。但此时其对“没+了”的否定判断率显著低于“不+了”，说明对于否定标记“没”的习得尚未达到成熟水平。上述结果说明留学生对体标记与否定标记“不”和“没”的共现规则进行粗略习得时，二者间差异不显著，但在更进一步地精细习得时，对“没”的精细习得难度高于“不”。 实验四则发现，英语、俄语母语者对副词“总是/正在”与“了”互动关系的习得过程也是基本类似的，中级阶段时对“总是+了”和“正在+了”的否定判断率达到60%以上，说明基本习得 “总是/正在”与“了”的互动关系。到高级阶段时，否定判断率达到80%以上，与对“已经+了”的判断正确率无显著差异，说明他们在高级阶段比较好地习得了“总是/正在”与“了”的互动关系。其中俄语母语者对“总是+了”的判断正确率比英语母语者还略好一些。 实验五、六采用线下任务，考察母语者和留学生在句子完形产出任务中体貌系统与更深层次的句法成分的互动。我们给出强终结性动词+“了”、强终结动词+“着”、弱终结性动词+“着”、弱终结性动词+“了”四种完形产出条件，让被试完成句子。结果在实验五中发现，汉语母语者所产出的汉语句子中，弱终结性动词比强终结性动词条件更倾向产生有界性较强或表示存在连续性动作事件的句法结构，而“了”比“着”条件更倾向产生修饰性成分较多的句法结构，说明体貌系统会深层次地影响汉语母语者所产出句子句法结构的限定性与有界性。 实验六发现，留学生所产出的各种句法结构中，其词汇体对句法结构的产出倾向性与汉语母语者基本一致，但语法体标记对句法结构的限制作用时有时无，说明在留学生汉语句子的线下完形产出过程中，词汇体的语义特征对句法结构产生的限制更强，而语法体对句法结构产生的限制较为松散。 综上，本研究发现汉语母语者体貌系统内词汇体和语法体的互动符合标准的“体假设”预期，不仅词汇体对语法体标记存在互动倾向，而且语法体标记对词汇体也显示出深层互动倾向。而留学生则表现出非对称的“体假设”形式，其中强终结性动词与“了”的互动比较强壮（线上和线下任务均有），而弱终结性动词与“着”的互动不够强壮（线下任务有而线上任务无）。他们对于与体标记相关的否定标记“不/没”和副词“总是/正在”的习得则有个逐渐发展的过程，中级阶段基本习得，高级阶段会进一步提升和发展。在体貌系统与其他句法成分的深层互动中，汉语母语者所产出的各种句法结构也表现出与体假设一致的趋势，体貌系统会深层次地影响汉语母语者所产出句子句法结构的限定性与有界性，而在留学生中则表现为来自词汇体语义特征的影响更强、来自语法体语法意义的影响相对较弱。在留学生母语背景差异方面，本研究发现母语语言类型不同的留学生汉语体貌系统获得的趋势及速率基本一致，只在少量个别情况下略有差异。 综合研究结果，建议将当前语言本体研究中对汉语动词系统的研究成果融入对外汉语课堂教学，并在此基础上针对留学生的母语背景设计相应的教学策略，注意加强留学生对体标记与其他句法成分句法规则的学习并及时调整教学方法，同时强化学生对汉语各类句式的练习，鼓励学生在口语交流和作文中勇敢使用汉语的非典型句式。

Property studies showed that, the aspectual system of modern Chinese was a complex multi-level system. In addition to grammatical aspect markers and the situation of verbs in the core position could express temporal and aspectual meaning, some higher-level syntactic elements, such as negation markers and some adverbs (such as state adverbs and time adverbs), also interact with the core aspectual components. In the process of event understanding, the aspectual meaning expressed by aspectual system will participate in the mental simulation process in the brain, which has a very important role. Based on the syntactic theories about Chinese aspectual system and the core hypothesis of the second language acquisition about aspectual system -- "aspect hypothesis", in this study we applied online and offline experiments, to investigate the acquisition process of Chinese aspect markers "le" and "zhe" in English native speakers and Russia native speakers with medium and high Chinese level through 6 experiments. The first experiment included one offline experiment and one online experiment. The result showed that the performance of Chinese native speakers in both tasks met the Aspect hypothesis. In the offline task, the strong end verbs showed significant selection bias for “le”, while the weak end verbs had significant selection bias for “zhe”. At the same time, “le”showed stronger combination tendency with strong end verbs than weak end verbs, and “zhe” showed stronger combination tendency with weak end verbs than strong end verbs In the online task, these interactive relationships also exhibited significant online processing advantages on the syntactic integration window, syntactic judgment window and accuracy of syntax judgment, which means that the interaction between lexical aspect and grammar aspect has strong psychological reality of real-time syntactic processing. The second experiment used the same tasks and stimuli, participants were English native speakers and Russia native speakers with medium and high Chinese level. The performance of all participants is different in two tasks. In the offline task, participants showed the interaction between lexical aspect and grammar aspect consistanted Aspect hypotheis, while only showed unsymmetrical interaction in the online task. Strong end verbs showed significant interaction with “le”, but weak end verbs had no significant interaction with “zhe”. English native speakers showed significant interaction between strong end verbs and “le” on the syntactic integration window, syntactic judgment window and accuracy of syntax judgment, while Russia native speakers only showed on the syntactic judgment window and accuracy of syntax judgment. The third and forth experiments adopted offline syntactic judgment task, and extended our scope of investigation to the syntactic rules between “le” and negative words “mei, bu” (the third experiment), and the syntactic rules between “le” and adverbs “zong shi, zheng zai” (the forth experiment). In the third experiment, we found that both English native speakers and Russia native speakers were almost acquired the syntactic rules between “le” and negative words “mei, bu” in the medium Chinese level (the accuracy of syntax judgment achieved more than 60%), and there was no significant differences between two syntactic violation sentences (“mei+le” and “bu+le”). When foreign students achieved high Chinese level, the accuracy of syntax judgment for both syntactic violation sentences were significantly improved (the accuracy of syntax judgment achieved more than 75%), the judgment accuracy of “bu+le” had no difference with syntactic correct sentence “gang+le”, which means that the acquisition of syntactic rule between “le” and “bu” basically reached maturity level. But the judgment accuracy of “mei+le” was significantly lower than “bu+le”, illustrated that the acquisition of syntactic rule between “le” and “mei” had not reached maturity level. All of these results revealed that, the difference of “mei” and “bu” might not significant during rough acquisition, while “mei” might have more difficulty than “bu” during fine acquisition for forrign students. In the forth experiment, we found that English native speakers and Russia native speakers also had almost the same acquisition process for syntactic rules between “le” and “zong shi, zheng zai”. The accuracy of syntax judgment for both syntactic violation sentences achieved more than 60% when they were in the medium Chinese level, means that they had were almost acquired the syntactic rules between “le” and adverbs “zong shi, zheng zai”. When they were in the high Chinese level, the accuracy of syntax judgment for “zong shi+le” and “zheng zai+le” were achieved more than 80% and had no significant differences with syntactic correct sentence “zong shi+le”, which means they had acquired the relationship between “le” and “zong shi, zhengzai”. It should be noted that Russia native speakers acquired the relationship between “zong shi” and “le” better than English native speakers. The fifth and sixth experiments adopted offline tasks to investigate the interaction between Chinese aspectual system and syntactic components in the sentence level during sentence completion tasks. We provided four experimental conditions, strong end verbs+”le”, strong end verbs+”zhe”, weak end verbs+”le”, weak end verbs+”zhe”, to make participants complete sentences. In the fifth experiment, Chinese native speakers’ performance was influenced by lexical aspect and grammar aspect in sentences. Weak end verbs produced more grammar structures with stronger boundedness than weak end verbs, while “le” produced more grammar structures which had more determiners than “zhe”. It is showed that Chinese aspectual system could deeply influence the boundedness of grammar structures which Chinese native speakers produced. The result of sixth experiment showed that, in the Chinese sentences which produced by foreign students, the output orientation of lexical aspects were close to Chinese native speakers, but grammar aspects had no such significant restriction in most of grammar structures. It suggested that in the aspectual system of foreign students, the restriction from lexical aspects’ sementic features was stronger, while the restriction from grammar aspects’ grammatical meaning was looser. Consequently, we found that the components in aspectual system of Chinese native speakers showed significant interaction just like what Aspect hypothesis expected, not only lexical aspects interected with grammar aspects, but also grammar aspects interected with lexical aspects. But foreign students only showed asymmetric Aspect hypothesis form: the interaction between strong end verbs and “le” was stronger (both in offline and online tasks), but the interaction between weak end verbs and “zhe” was not so strong (only showed in offline task). Foreign students almost acquired the syntactic rules between “le” and negative words “mei, bu”, and the syntactic rules between “le” and adverbs “zong shi, zheng zai” in the medium Chinese level, and improved in the high Chinese level. In the deep interaction between Chinese aspectual system and grammar structures in sentence level, Chinese native speakers’ performance also met Aspect hypothesis, while foreign students only showed significant restriction from lexical aspect, the restriction from grammar aspect was weak relatively. Considered about first language background, in this study we found that students with different types of first languages had almost the same acquisition process and acquisition rate, only slightly different in a few individual cases. Comprehensive research results, we suggested to integrate current studies of the Chinese verb system into teaching Chinese as a foreign language. On this basis, corresponding teaching strategies are designed according to the background of foreign students' first language. It should be noted to strengthen students' learning of body marking and other syntactic rules of syntactic components and timely adjusting teaching methods, enhance students' practice of various sentence patterns in Chinese and encourage them to bravely use atypical sentence patterns in oral communication and composition at the same time.