中国大学生英语形名搭配使用中的母语迁移历时研究
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摘要
本文通过对中国大学生长达两年的跟踪研究,考察了32名受试在5次英语口头叙事语篇中使用形名搭配时发生母语迁移的动态变化情况。结果发现:1)就总体形名搭配来看,正迁移的比例显著高于负迁移;在负迁移中,抑制性迁移多于干扰性迁移。随着二语水平的提高,正迁移呈现升降升的显著变化趋势,负迁移呈现升降升降的变化趋势,但没有显著性; 2)就形名搭配的次类来看,一致搭配中正迁移呈现升降升的显著变化趋势,负迁移的比例远低于正迁移且没有显著变化;在不一致搭配中,正迁移呈现升降升降的显著变化趋势,而负迁移仅在一次测试中出现。一致搭配中正负迁移的比例都高于不一致搭配中的对应比例。最后,运用双语词汇产出的心理语言学模型对主要发现进行了解释。
After a two-year longitudinal study, this paper reports the dynamic change of L1 transfer in 32 Chinese undergraduates. use of Adj + N collocations in their oral English narratives elicited by five consecutive picture description tasks. The following findings were obtained after data analysis. Firstly, the overall percentage of positive transfer is significantly higher than that of negative transfer. Additionally, within negative transfer, much more tokens of inhibitive transfer occur than those of intrusive transfer. With the improvement of English proficiency, the percentages of positive transfer and negative transfer undergo nonlinear changes, but the former is significant whereas the latter is not.Secondly,within congruent and incongruent collocations,positive transfer and negative transfer show different dynamic change patterns.Within the congruent collocations,positive transfer shows an up-down-up pattern with a significant fluctuation in percentages over the five tests,whereas the percentages of negative transfer,which are much lower than its counterparts in positive transfer,are not significant in their dynamic changes.Within the incongruent collocations,positive transfer still changes in a significant way but with a pattern of up-down-updown,with negative transfer only occurring in one test.Higher percentages of positive transfer and negative transfer were also identified in congruent collocations.Finally,these findings are accounted for with a psycholinguistic model of bilingual lexical production.
After a two-year longitudinal study, this paper reports the dynamic change of L1 transfer in 32 Chinese undergraduates. use of Adj + N collocations in their oral English narratives elicited by five consecutive picture description tasks. The following findings were obtained after data analysis. Firstly, the overall percentage of positive transfer is significantly higher than that of negative transfer. Additionally, within negative transfer, much more tokens of inhibitive transfer occur than those of intrusive transfer. With the improvement of English proficiency, the percentages of positive transfer and negative transfer undergo nonlinear changes, but the former is significant whereas the latter is not.Secondly,within congruent and incongruent collocations,positive transfer and negative transfer show different dynamic change patterns.Within the congruent collocations,positive transfer shows an up-down-up pattern with a significant fluctuation in percentages over the five tests,whereas the percentages of negative transfer,which are much lower than its counterparts in positive transfer,are not significant in their dynamic changes.Within the incongruent collocations,positive transfer still changes in a significant way but with a pattern of up-down-updown,with negative transfer only occurring in one test.Higher percentages of positive transfer and negative transfer were also identified in congruent collocations.Finally,these findings are accounted for with a psycholinguistic model of bilingual lexical production.
引文
Bahns,J.&M.Eldaw.1993.Should we teach EFL students collocations?System 21(1):101-114.Biskup,D.1992.L1 influence on learners.rendering of English collocations:A Polish/German
empirical study.In P.Arnaud&H.Béjoint(eds.).Vocabulary and Applied Linguistics.
London:Macmillan,85-93.Cai,J.T.2015.A psycholinguistic account of lexical transfer in L2 production.Language and Cognitive Science 1(1):55-75.
Cai,Jinting(蔡金亭).2015.Comparison-induction methodological framework for judging L1transfer in L2 production.Journal of PLA University of Foreign Languages(5):56-65.[2015,在二语产出中判断母语迁移的比较-归纳方法框架.《解放军外国语学院学报》第5期:56-65.]
Cai,Jinting(蔡金亭).2018.Dynamic L1 influence on Chinese-speaking undergraduates.use of English V-N collocations.Foreign Language Teaching and Research(1):60-73.[2018.母语迁移对中国大学生使用英语动名搭配的动态影响.《外语教学与研究》第1期:60-73.]
Durrant,P.2008.High Frequency Collocations and Second Language Learning.PhD dissertation,University of Nottingham.
Farghal,M.&H.Obiedat.1995.Collocations:A neglected variable in EFL.IRAL 33(4):315-331.
Nicoladis,E.2006.Cross-linguistic transfer in adjective-noun strings by preschool bilingual children.Bilingualism:Language and Cognition 9(1):15-32.
Siyanova,A.&N.Schmitt,2008.L2 learner production and processing of collocation:A multistudy perspective.Canadian Modern Language Review 64(3):429-458.
Sun,Haiyan(孙海燕).2004.A corpus-based study of semantic characteristics of adjective collocations in CLEC.Modern Foreign Languages(4):410-418.[2004.基于语料库的学生英语形容词搭配语义特征探究.《现代外语》第4期:410-418.]
Woods,A.,P.Fletcher&A.Hughes.2000.Statistics in Language Studies.Beijing:Foreign Language Teaching and Research Press.
Yamashita,J.&N.Jiang.2010.L1 Influence on the acquisition of L2 collocations:Japanese ESLusers and EFL learners acquiring English collocations.TESOL Quarterly 44(4):647-668.
Zhang,Jun(张军)&Li,Wenzhong(李文中).2004.Collocation patterns and collocation errors in COLEC.Foreign Language Education(4):30-32.[2004.COLEC中动名搭配模式及失误分析.《外语教学》第4期:30-32.]
Zhang,Ping(张萍),Wei,Jiangshan(魏江山),Hu,Bing(胡兵),Yu,Jianyao(俞建耀)&Chen,Yanyan(陈艳艳).2017.Accelerated priming effect of Chinese L1 intralexical knowledge in English collocational processing.Foreign Languages and Their Teaching(1):60-72.[2017.英语搭配加工中汉语母语知识的启动效应研究.《外语与外语教学》第1期:60-72.]
Zhang,Wenzhong(张文忠)&Chen,Shuichi(陈水池).2006.EFL learners.acquisition of English Adjective-Noun collocations:A quantitative study.Foreign Language Teaching and Research(4):251-258.[2006.EFL学习者习得英语形-名搭配知识的定量研究.《外语教学与研究》第4期:251-258.]
1关于中国学生对动名搭配的习得,参见(蔡金亭2018)。
empirical study.In P.Arnaud&H.Béjoint(eds.).Vocabulary and Applied Linguistics.
London:Macmillan,85-93.Cai,J.T.2015.A psycholinguistic account of lexical transfer in L2 production.Language and Cognitive Science 1(1):55-75.
Cai,Jinting(蔡金亭).2015.Comparison-induction methodological framework for judging L1transfer in L2 production.Journal of PLA University of Foreign Languages(5):56-65.[2015,在二语产出中判断母语迁移的比较-归纳方法框架.《解放军外国语学院学报》第5期:56-65.]
Cai,Jinting(蔡金亭).2018.Dynamic L1 influence on Chinese-speaking undergraduates.use of English V-N collocations.Foreign Language Teaching and Research(1):60-73.[2018.母语迁移对中国大学生使用英语动名搭配的动态影响.《外语教学与研究》第1期:60-73.]
Durrant,P.2008.High Frequency Collocations and Second Language Learning.PhD dissertation,University of Nottingham.
Farghal,M.&H.Obiedat.1995.Collocations:A neglected variable in EFL.IRAL 33(4):315-331.
Nicoladis,E.2006.Cross-linguistic transfer in adjective-noun strings by preschool bilingual children.Bilingualism:Language and Cognition 9(1):15-32.
Siyanova,A.&N.Schmitt,2008.L2 learner production and processing of collocation:A multistudy perspective.Canadian Modern Language Review 64(3):429-458.
Sun,Haiyan(孙海燕).2004.A corpus-based study of semantic characteristics of adjective collocations in CLEC.Modern Foreign Languages(4):410-418.[2004.基于语料库的学生英语形容词搭配语义特征探究.《现代外语》第4期:410-418.]
Woods,A.,P.Fletcher&A.Hughes.2000.Statistics in Language Studies.Beijing:Foreign Language Teaching and Research Press.
Yamashita,J.&N.Jiang.2010.L1 Influence on the acquisition of L2 collocations:Japanese ESLusers and EFL learners acquiring English collocations.TESOL Quarterly 44(4):647-668.
Zhang,Jun(张军)&Li,Wenzhong(李文中).2004.Collocation patterns and collocation errors in COLEC.Foreign Language Education(4):30-32.[2004.COLEC中动名搭配模式及失误分析.《外语教学》第4期:30-32.]
Zhang,Ping(张萍),Wei,Jiangshan(魏江山),Hu,Bing(胡兵),Yu,Jianyao(俞建耀)&Chen,Yanyan(陈艳艳).2017.Accelerated priming effect of Chinese L1 intralexical knowledge in English collocational processing.Foreign Languages and Their Teaching(1):60-72.[2017.英语搭配加工中汉语母语知识的启动效应研究.《外语与外语教学》第1期:60-72.]
Zhang,Wenzhong(张文忠)&Chen,Shuichi(陈水池).2006.EFL learners.acquisition of English Adjective-Noun collocations:A quantitative study.Foreign Language Teaching and Research(4):251-258.[2006.EFL学习者习得英语形-名搭配知识的定量研究.《外语教学与研究》第4期:251-258.]
1关于中国学生对动名搭配的习得,参见(蔡金亭2018)。