纳西高中生汉语（L2）水平对英语（L3）写作的影响研究

发布时间：2018-06-21 21:34

本文选题：三语习得 + 跨语言影响　；参考：《云南师范大学》2017年硕士论文

【摘要】：世界的全球化促使三语习得趋向于常态。中国是一个多民族国家,少数民族占总人口的近10%,而绝大多数少数民族学生正经历着从少数民族语言,汉语到英语的语言学习过程。然而,关于少数民族三语习得的实证研究相对较少,关于纳西族的研究也不例外。因此,在中国语境下进行研究的迫切性是完全可以理解的。本文以295名丽江市纳西古城区第一中学的高中生作为参与对象,进行了跨语言影响的现象研究。本研究的焦点是汉语对英语相互关系的两组相关分析,探讨在L3写作中由L2引起的负迁移主要的错误类型,并讨论了L3水平高分组和L3水平低分组纳西高中生对三语习得中跨语言影响源的选择差异。为了检验L2水平与L3水平,L2(汉语)水平与L3(英语)写作水平两组之间的关系,研究者通过SPSS 20.0进行了相关分析。研究人员从形态水平,词汇水平,句法水平和话语水平四个方面对写作样本进行分析,呈现了L3写作中L2造成的负迁移类型。最后,采用交叉列表对L2水平高分组和L2水平低分组纳西高中生对三语习得中跨语言影响源的选择差异的结果进行呈现。L2水平与L3水平之间存在正相关;同时,L2水平与L3写作水平之间也存在正相关。因此,这些正相关性揭示了L2水平对L3习得产生一定的影响,也印证了累积增强模式和类型接近模式。同时,L2在L3学习中起重要作用,也证实了二语状态因子模式。通过写作样本的分析,研究者发现纳西高中生最容易出现的错误类型是句法错误,紧接着是词法错误。形态错误和语篇错误是最少的。与L3水平高分组的参与者相比,L3水平低分组更容易出现错误。基于上述研究结果,论文在最后提出了一些对英语教师和学习者的启示,所得结论有待进一步验证和补充。
[Abstract]:The globalization of the world makes the acquisition of third language tend to be normal. China is a multi-ethnic country, with ethnic minorities accounting for nearly 10% of the total population, and the vast majority of minority students are experiencing a process of language learning from minority languages, Chinese to English. However, there are relatively few empirical studies on the acquisition of minority languages, and Naxi is no exception. Therefore, the urgency of research in the context of China is entirely understandable. In this paper, 295 senior high school students in the first Middle School of Naxi Ancient District of Lijiang City were selected to study the phenomenon of cross-language influence. This study focuses on two sets of correlation analysis of the relationship between Chinese and English, and explores the main types of negative transfer caused by L2 in L3 writing. The differences between L3 high score group and L3 low group Naxi high school students' choice of cross language sources in L3 acquisition were also discussed. In order to test the relationship between L2 level and L3 level L2 (Chinese) level and L3 (English) writing level, the researchers conducted a correlation analysis with SPSS 20.0. The researchers analyzed the writing samples from four aspects: morphological level, lexical level, syntactic level and discourse level, and presented the negative transfer type caused by L2 in L3 writing. Finally, the cross-list was used to present a positive correlation between L2 level high score group and L2 low group Naxi high school students' choice of cross-language source of influence in L2 and L3 levels. At the same time, there is a positive correlation between L 2 level and L 3 writing level. Therefore, these positive correlations reveal the effect of L2 level on L3 acquisition, and confirm the cumulative enhancement model and the type approach model. At the same time, L2 plays an important role in L3 learning, which also confirms the L2 state factor pattern. Through the analysis of writing samples, the researchers found that the most common error types of Naxi high school students were syntactic errors, followed by lexical errors. Morphological errors and textual errors are the least. Lower L 3 levels were more prone to errors than those in the L 3 high score group. Based on the above findings, this paper proposes some implications for English teachers and learners, and the conclusions need to be further verified and supplemented.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G752

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