哈萨克族双语高中生母语L1与汉语L2对英语L3被动语态习得影响

发布时间：2018-05-28 23:18

本文选题：母语 + 迁移　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：三语习得研究于二十世纪八十年代由迁移理论研究而兴起的一个新领域,中国西部少数民族地区英语课堂已经融入到少数民族学生的课程中,少数民族学生学习母语(L1)、汉语(L2)和英语(L3)。通过回顾和整理前人的研究成果,在母语对二语影响研究比较成熟,但L1和L2对L3影响尚鲜为人知。哈萨克族双语学生习得英语的研究少之又少。因此,本研究以哈萨克族双语学生习得第三语言英语被动语态为例,提出以下问题:(1)哈萨克语和汉语影响英语被动语态的学习吗?(2)第一语言哈萨克语和第二语言汉语对第三语言英语被动语态习得是否有显著差异?本研究以伊宁市实验高中高二年级的60名哈萨克族双语学生为研究对象,以被动语态为例,根据对比分析假说和三语习得理论对哈萨克族双语学生第三语言英语中介语中被动语态的偏误分析得知,语料中的偏误主要分布在时态、过去分词及系动词等方面。哈萨克族双语学生在时态运用时对完成时比较陌生,很少会使用这一时态,这主要源于哈萨克语和汉语中时态的缺失,遗漏系动词则是受到哈萨克语的影响。通过卡方分析表明哈萨克族双语学生习得第三语言英语被动语态受到第一语言哈萨克语影响也受到第二语言汉语影响;汉语对哈萨克族双语学生学习英语被动语态更为突出。最后提出了一些策略来提升哈萨克族双语学生英语习得水平。希望本研究结果能为伊犁州哈萨克族的双语教学实施,及三语教学的发展提供有力的支持,给从事哈萨克族学生英语教学的教师提供一些启示。
[Abstract]:The study of third language acquisition (SLA) is a new field developed from the study of transfer theory in the 1980s. English classes in minority areas in western China have been incorporated into the curriculum of ethnic minority students. Minority students learn their mother tongue L 1, Chinese L 2) and English L 3. By reviewing and sorting out the previous research results, it is found that the influence of mother tongue on second language is quite mature, but the effects of L1 and L2 on L3 are not well known. There is little research on the acquisition of English by Kazakh bilingual students. Therefore, this study takes the acquisition of passive voice of third language English by Kazakh bilingual students as an example. Q: 1) does Kazakh and Chinese influence the learning of English passive voice? are there any significant differences between the first language Kazakh and the second language Chinese in the acquisition of the third language passive voice? In this study, 60 Kazakh bilingual students in the second year of Yining Experimental High School were taken as the research objects, and the passive voice was taken as an example. Based on the contrastive analysis of hypothesis and the theory of third language acquisition, it is found that the errors in the corpus are mainly in tense, past participle and linked verbs, by analyzing the passive voice errors in the third language interlanguage of Kazakh bilingual students. Kazakh bilingual students are unfamiliar with the perfect tense and seldom use this tense, which is mainly due to the absence of tenses in Kazakh and Chinese, and the omission of linked verbs is influenced by Kazakh. The chi-square analysis shows that the passive voice acquisition of the third language English by Kazakh bilingual students is influenced by the first language Kazakh language as well as the second language Chinese, and that Chinese is more prominent for Kazakh bilingual students to learn English passive voice. Finally, some strategies are proposed to improve the proficiency of Kazakh bilingual students in English acquisition. It is hoped that the results of this study can provide a powerful support for the implementation of bilingual teaching and the development of trilingual teaching for Kazakh students in Yili Prefecture, and provide some enlightenment to the teachers engaged in the teaching of English for Kazakh students.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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