中国英语学习者口语中产出性词汇发展研究
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摘要
词汇是生成话语或篇章的基础。词汇知识在语言交际中起着举足轻重的作用，而词汇习得亦是第二语言习得的核心。Meara（1980）在LanguageTeaching&LinguisticsAbstracts上发表的“词汇习得—语言学习中一个被忽视的方面”一文标志着现代意义上词汇习得研究的开始。此后，词汇习得研究逐步升温，引起语言教育学、应用语言学、心理语言学、认知语言学等领域的广泛关注。Nation（1990）从理解性和产出性两个维度对词汇习得的主要方面进行了详细的阐述，促进了词汇习得研究的深入与拓展。
词汇习得是一个极其复杂的认知过程。目前国内第二语言词汇习得研究方兴未艾，相关著述颇为丰富，但尚未形成系统的理论，全方位、多视角的第二语言口语产出性词汇习得研究尤为鲜见。本文试以心理学、心理语言学、认知语言学等相关理论为基础，构建第二语言口语产出性词汇的发展模式，并从理论和实践两个层面对课堂环境下第二语言口语产出性词汇习得进行深入分析与探讨。
本研究采用纵深研究法，对专业英语学习者的学习过程进行三次口语测试，从词汇多样性、深度词汇知识以及语言产出中的在线处理能力等方面介入，从而探索课堂环境下中国英语学习者的口语产出性词汇发展路径。比较各类测试指标的三次测试结果，我们有如下发现：
1）二语学习者的词汇多样性随着学习的深入不断扩大，但各项词汇知识发展不均衡：型符、类符、词频概貌的第一个最常用的1000词汇，第二个最常用的1000词汇以及3000词以外的词汇、词汇密度等均呈连续性发展趋势，且词频概貌中3000以外的低频词显著提高，而词频概貌的第三个最常用的1000词汇和词汇多样性呈非线性的发展趋势。
2）学习者的深度知识发展在过去时标记、复数标记使用方面取得显著进步，但系词结构和冠词用法的使用均未取得显著进步。定性分析表明：学习者的复数标记、系词结构和冠词等方面的使用并未完全脱离母语知识体系的影响，且冠词用法发展缓慢。
3）从正确发音指标的结果观察，随着学习者产出词汇水平的提高，他们发音的正确率呈显著上升趋势；语音错误、音段音位修正的频数显著下降。学习者对部分低频词的音段音位的掌握滞后于对语义知识的掌握，语音差错项和目的项之间有音相近、形相似的内在关联。
4）在不同的学习阶段，受试均表现出很强的自我修正意识，无论是语言层面的显性自我修正还是非语言层面的隐性修正都体现了学习者监控语误、修复语误、保持交际信道开放和延续交际的心理。相同修正是学习者偏好的修正类型，其目的在于为说话者赢得更多的时间在线构想；错误修正频数较高表明学习者对语言形式正确性的努力；不同修正和恰当修正同属于重新选择语言的行为，对认知资源和语言水平等多方面均有较高的要求，因而三次测试期间两类修正频数均不高。
5）完成口语任务需要消耗大量的认知资源，学习者为获得构想时间或弥补语言资源的不足而使用各种输出策略。第一次和第二次测试中，受试均使用了成就策略和缩减策略中的七类输出策略，其中造词和回避策略在第三次测试中消失。因此，输出策略对语言水平的预测性表现为策略类型，而非策略频数。在L2学习者语言交际能力的发展过程中，输出策略的类型和频数均服务于语言输出需要。相关统计表明，输出策略频数和词汇丰富度的型符、类符之间没有相关性，它们是独立发展的变量。
课堂环境下英语学习者的口语产出性词汇发展具有多维度，不均衡的发展特征。学习者采用自我修正和输出策略等非语言行为提高了语言产出的适切性并弥补了在线资源的不足。基于本研究的发现，作者认为：外语课堂教学强调对学习者进行语言知识教授的同时，帮助学习者摆脱母语知识体系的影响，促进L2心理词库的知识重组，指导输出策略成功地完成交际任务等是十分必要的。此外，语言输出错误一定要引起教师足够的重视，并充分纠正，否则学习者会将其视为合理存在而导致部分错误的固化。
Ever since Meara (1980) called for new research into foreign language (L2) lexical acquisition and use, a vast number of studies have been devoted to vocabulary acquisition in the foreign languages. However, few of them are related to productive vocabulary acquisition in oral production, which represents a serious drawback.
The present study aims to investigate into L2oral productive vocabulary in the foreign language classroom setting. A conceptual framework was constructed drawing on existing theories concerning the full range of language production and cognitive skills to describe Chinese EFL learners'oral productive vocabulary and its development. Eleven voluntary students'oral productions were elicited on three occasions during their three semesters of English learning at the university. The description of oral productive vocabulary covers word diversity, word knowledge and on-line processing ability. Comparison results of lexical indices reveal the following major findings:
(1) The general results of word diversity gave an impression of group gain:(a) the subjects developed their oral productive vocabulary in indices of word tokens, word types, the lexical frequency profile and lexical density, although they relied more on high frequency words than on any other frequency levels to accomplish the oral task;(b) The subjects did not show much difference in their employment of the basic3000words, but they made significant improvement at the low frequency level, i.e., the beyond3000-word level;(c) The fluctuation nature of lexical variation could be expounded by the fact that the subjects at Time Two showed the highest frequency of self-repairs and productive strategies. The verbosity of speech may artificially inflate the number of lexical tokens and reduce the type/token ratio.
(2) Significant progresses of grammatical behavior were found in the indices of the past-tense marking and the plurality marking, but the subjects did not advance significantly in the indices of the copula structure and article use. The manifestations of the subjects'grammatical behavior in the three tests indicated that the transition from the habit of Chinese lexical specifications to that of the English was a process of struggling for shaking-off L1influence while the complexity and interweaving of similarities as well as differences in the lexical specifications between L1and L2made it a long-standing problem.
(3) The subject's correct phonetic frequencies on phonology significantly increased, while erroneous phonetic frequencies and phonological repair frequencies significantly reduced. The qualitative analysis indicated that instant-repair, retraced-repair and fresh-starts were employed to guarantee language appropriateness. Some phonological knowledge of low frequency words did not develop as the concept knowledge and the phonological errors were associated with the intended words in phonological link or sound resemblance.
(4) The subjects manifested strong awareness of self-repairs in the three tests, either overt repairs at linguistic level or covert repairs at non-linguistic level, indicating the hidden psycholinguistic behaviors in speaking. These results indicated the subjects'cognitive development and on-line allocation of cognitive resources. Presumably, the oral task was cognitively demanding, and the subjects benefited from the adopting repairs to hold the speech floor. There were so many factors competing for the cognitive resources, and these had a great influence on the language production. As a result, when on-line pressure was overdone, it was impossible for the subjects to monitor and correct all errors.
(5) The subjects at Time One, with limited resources, used more high frequency words and adopted less frequent strategies. They displayed the highest strategic frequency at Time Two, which were postulated as the trial-and-error stage. Armed with more procedural knowledge of the L2, the subjects on the third occasion adopted a smaller number of productive strategies than on the first two occasions to accomplish the oral task. Pearson Correlation analysis suggests that the relationship between subjects'strategic frequency and lexical frequency seems to be independent on the three occasions. The subjects employed all subindices of achievement strategies and avoidance strategy at Time One and Time Two. As they progressed in the target language, they tended to abandon the coinage strategy and avoidance strategy. In this sense, proficient learners outperformed less proficient ones in terms of strategy use, not in number but in type.
The development of English learners' oral productive vocabulary in the classroom environment bears the characteristics of multi-dimension and imbalance. The non-linguistic devices, namely, self-repair behavior and productive strategies were employed to guarantee language accuracy and to compensate for their linguistic deficiency. Based on the findings of the current study, the author holds that classroom teaching should help L2learners free themselves from the influence of LI knowledge system and facilitate the reorganization of the L2mental lexicon, and guide them to adopt productive strategies to accomplish the communicative task successfully, while emphasizing the imparting of language knowledge. Besides, enough attention should be paid to language errors and their correction. Otherwise, L2learners will take them for granted, which accordingly will results in fossilization.
词汇习得是一个极其复杂的认知过程。目前国内第二语言词汇习得研究方兴未艾，相关著述颇为丰富，但尚未形成系统的理论，全方位、多视角的第二语言口语产出性词汇习得研究尤为鲜见。本文试以心理学、心理语言学、认知语言学等相关理论为基础，构建第二语言口语产出性词汇的发展模式，并从理论和实践两个层面对课堂环境下第二语言口语产出性词汇习得进行深入分析与探讨。
本研究采用纵深研究法，对专业英语学习者的学习过程进行三次口语测试，从词汇多样性、深度词汇知识以及语言产出中的在线处理能力等方面介入，从而探索课堂环境下中国英语学习者的口语产出性词汇发展路径。比较各类测试指标的三次测试结果，我们有如下发现：
1）二语学习者的词汇多样性随着学习的深入不断扩大，但各项词汇知识发展不均衡：型符、类符、词频概貌的第一个最常用的1000词汇，第二个最常用的1000词汇以及3000词以外的词汇、词汇密度等均呈连续性发展趋势，且词频概貌中3000以外的低频词显著提高，而词频概貌的第三个最常用的1000词汇和词汇多样性呈非线性的发展趋势。
2）学习者的深度知识发展在过去时标记、复数标记使用方面取得显著进步，但系词结构和冠词用法的使用均未取得显著进步。定性分析表明：学习者的复数标记、系词结构和冠词等方面的使用并未完全脱离母语知识体系的影响，且冠词用法发展缓慢。
3）从正确发音指标的结果观察，随着学习者产出词汇水平的提高，他们发音的正确率呈显著上升趋势；语音错误、音段音位修正的频数显著下降。学习者对部分低频词的音段音位的掌握滞后于对语义知识的掌握，语音差错项和目的项之间有音相近、形相似的内在关联。
4）在不同的学习阶段，受试均表现出很强的自我修正意识，无论是语言层面的显性自我修正还是非语言层面的隐性修正都体现了学习者监控语误、修复语误、保持交际信道开放和延续交际的心理。相同修正是学习者偏好的修正类型，其目的在于为说话者赢得更多的时间在线构想；错误修正频数较高表明学习者对语言形式正确性的努力；不同修正和恰当修正同属于重新选择语言的行为，对认知资源和语言水平等多方面均有较高的要求，因而三次测试期间两类修正频数均不高。
5）完成口语任务需要消耗大量的认知资源，学习者为获得构想时间或弥补语言资源的不足而使用各种输出策略。第一次和第二次测试中，受试均使用了成就策略和缩减策略中的七类输出策略，其中造词和回避策略在第三次测试中消失。因此，输出策略对语言水平的预测性表现为策略类型，而非策略频数。在L2学习者语言交际能力的发展过程中，输出策略的类型和频数均服务于语言输出需要。相关统计表明，输出策略频数和词汇丰富度的型符、类符之间没有相关性，它们是独立发展的变量。
课堂环境下英语学习者的口语产出性词汇发展具有多维度，不均衡的发展特征。学习者采用自我修正和输出策略等非语言行为提高了语言产出的适切性并弥补了在线资源的不足。基于本研究的发现，作者认为：外语课堂教学强调对学习者进行语言知识教授的同时，帮助学习者摆脱母语知识体系的影响，促进L2心理词库的知识重组，指导输出策略成功地完成交际任务等是十分必要的。此外，语言输出错误一定要引起教师足够的重视，并充分纠正，否则学习者会将其视为合理存在而导致部分错误的固化。
Ever since Meara (1980) called for new research into foreign language (L2) lexical acquisition and use, a vast number of studies have been devoted to vocabulary acquisition in the foreign languages. However, few of them are related to productive vocabulary acquisition in oral production, which represents a serious drawback.
The present study aims to investigate into L2oral productive vocabulary in the foreign language classroom setting. A conceptual framework was constructed drawing on existing theories concerning the full range of language production and cognitive skills to describe Chinese EFL learners'oral productive vocabulary and its development. Eleven voluntary students'oral productions were elicited on three occasions during their three semesters of English learning at the university. The description of oral productive vocabulary covers word diversity, word knowledge and on-line processing ability. Comparison results of lexical indices reveal the following major findings:
(1) The general results of word diversity gave an impression of group gain:(a) the subjects developed their oral productive vocabulary in indices of word tokens, word types, the lexical frequency profile and lexical density, although they relied more on high frequency words than on any other frequency levels to accomplish the oral task;(b) The subjects did not show much difference in their employment of the basic3000words, but they made significant improvement at the low frequency level, i.e., the beyond3000-word level;(c) The fluctuation nature of lexical variation could be expounded by the fact that the subjects at Time Two showed the highest frequency of self-repairs and productive strategies. The verbosity of speech may artificially inflate the number of lexical tokens and reduce the type/token ratio.
(2) Significant progresses of grammatical behavior were found in the indices of the past-tense marking and the plurality marking, but the subjects did not advance significantly in the indices of the copula structure and article use. The manifestations of the subjects'grammatical behavior in the three tests indicated that the transition from the habit of Chinese lexical specifications to that of the English was a process of struggling for shaking-off L1influence while the complexity and interweaving of similarities as well as differences in the lexical specifications between L1and L2made it a long-standing problem.
(3) The subject's correct phonetic frequencies on phonology significantly increased, while erroneous phonetic frequencies and phonological repair frequencies significantly reduced. The qualitative analysis indicated that instant-repair, retraced-repair and fresh-starts were employed to guarantee language appropriateness. Some phonological knowledge of low frequency words did not develop as the concept knowledge and the phonological errors were associated with the intended words in phonological link or sound resemblance.
(4) The subjects manifested strong awareness of self-repairs in the three tests, either overt repairs at linguistic level or covert repairs at non-linguistic level, indicating the hidden psycholinguistic behaviors in speaking. These results indicated the subjects'cognitive development and on-line allocation of cognitive resources. Presumably, the oral task was cognitively demanding, and the subjects benefited from the adopting repairs to hold the speech floor. There were so many factors competing for the cognitive resources, and these had a great influence on the language production. As a result, when on-line pressure was overdone, it was impossible for the subjects to monitor and correct all errors.
(5) The subjects at Time One, with limited resources, used more high frequency words and adopted less frequent strategies. They displayed the highest strategic frequency at Time Two, which were postulated as the trial-and-error stage. Armed with more procedural knowledge of the L2, the subjects on the third occasion adopted a smaller number of productive strategies than on the first two occasions to accomplish the oral task. Pearson Correlation analysis suggests that the relationship between subjects'strategic frequency and lexical frequency seems to be independent on the three occasions. The subjects employed all subindices of achievement strategies and avoidance strategy at Time One and Time Two. As they progressed in the target language, they tended to abandon the coinage strategy and avoidance strategy. In this sense, proficient learners outperformed less proficient ones in terms of strategy use, not in number but in type.
The development of English learners' oral productive vocabulary in the classroom environment bears the characteristics of multi-dimension and imbalance. The non-linguistic devices, namely, self-repair behavior and productive strategies were employed to guarantee language accuracy and to compensate for their linguistic deficiency. Based on the findings of the current study, the author holds that classroom teaching should help L2learners free themselves from the influence of LI knowledge system and facilitate the reorganization of the L2mental lexicon, and guide them to adopt productive strategies to accomplish the communicative task successfully, while emphasizing the imparting of language knowledge. Besides, enough attention should be paid to language errors and their correction. Otherwise, L2learners will take them for granted, which accordingly will results in fossilization.
引文
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