中国英语学习者二语搭配表征方式及其影响因素研究

发布时间：2018-10-30 17:51

【摘要】：本研究主要考察中国英语学习者二语系统中搭配的表征方式。在中国英语学习者的二语中存在两种语言系统。一种是符合英语本族语者使用规范的目标语系统,另一种是正在向目标语发展的中介语系统。本研究首先考察不同水平中国英语学习者目标语和中介语中搭配的表征方式,并在此基础上分析中国英语学习者在习得目标语搭配过程中形成中介语搭配的原因。为探讨以上问题,本研究设计了三项实验,回答以下三个研究问题：1)高、低水平中国英语学习者以何种方式表征目标语搭配；2)高、低水平中国英语学习者以何种方式表征中介语搭配；3)汉语词汇语义是否是中国英语学习者形成中介语搭配的原因。为了回答上述研究问题,本研究设计了三项实验。实验一采用自定步速阅读任务和听觉搭配成分词判断任务,考察不同水平中国英语学习者目标语搭配的表征方式。实验二采用自定步速阅读任务和搭配可接受度判断任务,考察不同水平中国英语学习者中介语搭配的表征方式。实验三采用跨语言启动条件下的搭配语义判断任务,考察汉语词汇语义是否是中国英语学习者形成中介语搭配的原因。结果显示：1)高水平中国英语学习者以整体性方式表征目标语和中介语搭配；2)低水平中国英语学习者以分析性方式表征目标语搭配,但以整体性方式表征中介语搭配；3)变异启动词对不同水平中国英语学习者目标语搭配在线加工均产生了显著的启动效应。实验结果说明：1)中国英语学习者的目标语搭配表征是逐步建立的；2)中介语搭配也具有心理表征,而且低水平中国英语学习者的中介语搭配较目标语搭配更具整体性。同时,中介语搭配的心理表征不会随着语言水平的提高而消除；3)中国英语学习者加工目标语搭配时激活了汉语词汇语义。学习者的一语可能影响其目标语搭配的习得过程。汉语词汇语义可能是中国英语学习者在习得目标语搭配过程中形成中介语搭配的原因。
[Abstract]:This study focuses on the representation of collocation in Chinese EFL learners' second language systems. There are two language systems in Chinese EFL learners. One is the target language system which conforms to the norms of native English speakers, the other is the interlanguage system which is developing towards the target language. The present study first examines the representation of collocation in target language and interlanguage among Chinese EFL learners at different levels, and then analyzes the reasons for the formation of collocation in the process of acquisition of target language collocation by Chinese EFL learners. In order to explore the above questions, the present study designed three experiments to answer the following three questions: 1) the ways in which Chinese EFL learners with high and low proficiency represent the target language collocation; (2) the ways in which Chinese EFL learners express interlanguage collocations, and (3) whether Chinese lexical semantics are the reasons for Chinese EFL learners to form interlanguage collocations. In order to answer the above questions, three experiments were designed. In experiment 1, the target language collocation of Chinese EFL learners at different levels was investigated by using self-paced reading task and auditory collocation component judgment task. In experiment two, self-paced reading tasks and collocation acceptability were used to investigate the representation of Chinese EFL learners' interlanguage collocations at different levels. In experiment 3, the collocation semantic judgment task under the condition of cross-language priming was used to investigate whether Chinese lexical semantics is the reason why Chinese EFL learners form interlanguage collocations. The results show that: 1) the target language and the interlanguage collocation are represented by the high level Chinese English learners in a holistic manner, 2) the low level Chinese English learners represent the target language collocation in an analytical manner, but the target language collocation is characterized in a holistic manner. 3) the mutation primer has a significant priming effect on the online processing of target language collocation for Chinese EFL learners at different levels. The results show that: 1) the target language collocation of Chinese EFL learners is gradually established; 2) Interlanguage collocation also has psychological representation, and the interlanguage collocation of Chinese EFL learners at a low level is more holistic than that of the target language collocation. At the same time, the psychological representation of interlanguage collocation will not be eliminated with the improvement of language proficiency. 3) Chinese EFL learners activate the Chinese lexical semantics when processing target language collocations. The learner's language may affect the acquisition of the target language collocation. Chinese lexical semantics may be the reason for Chinese EFL learners to form interlanguage collocations during their acquisition of target language collocations.
【学位授予单位】：北京外国语大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：H319.3

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