中国英语学习者英汉算术思维过程对比研究
发布时间：2019-05-07 13:27
【摘要】：外语学习者学习外语过程中母语思维和外语思维的使用是外语界学者们较为关注的问题。有学者认为外语学习者须摒弃母语思维,以更好地习得外语;也有研究发现母语思维有助于外语学习。为进一步了解中国外语学习者在外语学习过程中母语思维和外语思维的作用,本研究依据语言与思维的关系等理论,以中国英语学习者为受试者,并把受试者分为三组:初级英语学习者、中级英语学习学者、高级英语学习者。研究工具为可进行定量分析的分别用英语和汉语表述的算术四则运算题,并附有可定性分析的问题。研究工具设计为调查问卷的形式,在不同时间对不同受试者进行测试,受试者记录完成测试的时间,并回答问题,描述计算过程中的心理活动和思维过程。调查完成后对问卷进行定量和定性分析,研究发现:1.受试者的英、汉算术时间存在显著性差异;2.受试者运算以英语表述算术题的速度与准确率均低于运算以汉语表述算术题的速度与准确率;3.受试者以汉语、英语运算的时间差异主要在于学生在用英语运算的过程中把英语翻译成汉语;4.纵向对比发现高水平的英语学习者比低水平的学习者以英语运算的速度快;5.中国英语学习者的英语思维能力与其英语的熟练程度有关。研究结果表明:一方面,受母语环境与文化背景的影响,外语学习者学习、使用外语主要是借助于母语,母语的作用较大。学习者在使用外语时存在翻译的过程,即把外语翻译成母语,以母语思维完成交际过程。翻译是外语学习者重要的学习方法。另一方面,外语思维可以培养。虽然外语学习者难以达到外语本族语者的水平,但随着外语水平的提高,其对外语的使用较为熟练,翻译过程的时间减少,会逐渐接近于外语思维。从母语思维到外语思维类似于中介语的发展,是一个无限接近的过程。当学习者母语与外语之间的翻译过程的时间较短时,能够表明学习者具有外语思维的能力。本研究可以为我国的外语教学带来启示:从我国的外语教育现状看,学生多是在教室里学习英语,较少接触外语本族语者的语言与文化,外语的使用多限于课堂和应试,外语思维的实现难以达到。因此,我国的外语教学须注重实际,调整教学模式,进行外语综合能力运用的培养。另外,在教学上要采用多种教学方法,包括传统的翻译教学法,以达到更好的教学效果,培养学习者的外语思维能力。
[Abstract]:Foreign language scholars pay more attention to the use of mother tongue thinking and foreign language thinking in the process of learning a foreign language. Some scholars believe that foreign language learners should abandon their mother tongue thinking in order to acquire a foreign language better, and some studies have found that mother tongue thinking is helpful to foreign language learning. In order to further understand the role of Chinese foreign language learners in their mother tongue thinking and foreign language thinking in the process of foreign language learning, the present study is based on the theory of the relationship between language and thinking, in which Chinese English learners are selected as subjects. The subjects were divided into three groups: junior English learners, intermediate English learners and senior English learners. The research tool is a quantitative analysis of four arithmetic problems expressed in English and Chinese, together with a question of qualitative analysis. The research tool was designed as the form of questionnaire. Different subjects were tested at different times. The subjects recorded the completion time of the test and answered the questions to describe the psychological activities and thinking process in the calculation process. After the investigation was completed, the questionnaire was quantitatively and qualitatively analyzed, and the results of the study were as follows: 1. There is a significant difference in the arithmetic time between English and Chinese among the subjects; 2. The speed and accuracy of subjects' calculation in English is lower than that in Chinese; 3. The time difference between Chinese and English is mainly due to the students translating English into Chinese in the process of calculating in English; (4) the time difference between Chinese and English lies in the students' translation of English into Chinese. Longitudinal comparison found that high-level English learners were faster than low-level English learners. Chinese English learners' English thinking ability is related to their proficiency in English. The results show that: on the one hand, under the influence of mother tongue environment and cultural background, foreign language learners learn and use foreign language mainly through mother tongue, and mother tongue plays a more important role. When learners use a foreign language, there is a process of translation, that is, translating a foreign language into their mother tongue and completing the communicative process with their mother tongue thinking. Translation is an important learning method for foreign language learners. On the other hand, foreign language thinking can be cultivated. Although it is difficult for foreign language learners to reach the level of native language learners, with the improvement of foreign language level, their use of foreign languages is more proficient, and the time of translation process decreases, which will gradually approach to foreign language thinking. The development from native language thinking to foreign language thinking is similar to the development of interlanguage, which is an infinitely close process. When the process of translation between the mother tongue and the foreign language is short, it can show that the learner has the ability to think in a foreign language. According to the current situation of foreign language education in China, most students learn English in the classroom, less contact with the language and culture of native speakers, and the use of foreign languages is limited to classroom and exam-taking. The realization of foreign language thinking is difficult to achieve. Therefore, China's foreign language teaching should pay attention to the reality, adjust the teaching mode, and develop the comprehensive ability of foreign language teaching. In addition, a variety of teaching methods, including traditional translation teaching methods, should be adopted in order to achieve better teaching results and cultivate learners' ability of thinking in foreign languages.
【学位授予单位】：天津理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
[Abstract]:Foreign language scholars pay more attention to the use of mother tongue thinking and foreign language thinking in the process of learning a foreign language. Some scholars believe that foreign language learners should abandon their mother tongue thinking in order to acquire a foreign language better, and some studies have found that mother tongue thinking is helpful to foreign language learning. In order to further understand the role of Chinese foreign language learners in their mother tongue thinking and foreign language thinking in the process of foreign language learning, the present study is based on the theory of the relationship between language and thinking, in which Chinese English learners are selected as subjects. The subjects were divided into three groups: junior English learners, intermediate English learners and senior English learners. The research tool is a quantitative analysis of four arithmetic problems expressed in English and Chinese, together with a question of qualitative analysis. The research tool was designed as the form of questionnaire. Different subjects were tested at different times. The subjects recorded the completion time of the test and answered the questions to describe the psychological activities and thinking process in the calculation process. After the investigation was completed, the questionnaire was quantitatively and qualitatively analyzed, and the results of the study were as follows: 1. There is a significant difference in the arithmetic time between English and Chinese among the subjects; 2. The speed and accuracy of subjects' calculation in English is lower than that in Chinese; 3. The time difference between Chinese and English is mainly due to the students translating English into Chinese in the process of calculating in English; (4) the time difference between Chinese and English lies in the students' translation of English into Chinese. Longitudinal comparison found that high-level English learners were faster than low-level English learners. Chinese English learners' English thinking ability is related to their proficiency in English. The results show that: on the one hand, under the influence of mother tongue environment and cultural background, foreign language learners learn and use foreign language mainly through mother tongue, and mother tongue plays a more important role. When learners use a foreign language, there is a process of translation, that is, translating a foreign language into their mother tongue and completing the communicative process with their mother tongue thinking. Translation is an important learning method for foreign language learners. On the other hand, foreign language thinking can be cultivated. Although it is difficult for foreign language learners to reach the level of native language learners, with the improvement of foreign language level, their use of foreign languages is more proficient, and the time of translation process decreases, which will gradually approach to foreign language thinking. The development from native language thinking to foreign language thinking is similar to the development of interlanguage, which is an infinitely close process. When the process of translation between the mother tongue and the foreign language is short, it can show that the learner has the ability to think in a foreign language. According to the current situation of foreign language education in China, most students learn English in the classroom, less contact with the language and culture of native speakers, and the use of foreign languages is limited to classroom and exam-taking. The realization of foreign language thinking is difficult to achieve. Therefore, China's foreign language teaching should pay attention to the reality, adjust the teaching mode, and develop the comprehensive ability of foreign language teaching. In addition, a variety of teaching methods, including traditional translation teaching methods, should be adopted in order to achieve better teaching results and cultivate learners' ability of thinking in foreign languages.
【学位授予单位】：天津理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
【相似文献】
相关期刊论文 前10条
1 贺利燕;贺利平;;浅谈二语习得中的外语思维[J];科技信息(科学教研);2008年17期
2 郭秀梅;谈谈外语思维[J];外语教学与研究;1966年02期
3 孙重恩;;关于“外语思维”的思维[J];常州教育学院学报(社会科学版);1999年03期
4 宋艳葵;外语思维与交际能力的培养[J];外语与外语教学;1999年11期
5 朱琳;关于培养学生直接外语思维能力的几点思考[J];重庆教育学院学报;1999年04期
6 朱晓宏;谈谈用外语思维[J];贵州警官职业学院学报;2002年01期
7 蒋楠;外语概念的形成和外语思维[J];现代外语;2004年04期
8 黄丽;培养学生外语思维能力的策略[J];南方论刊;2005年05期
9 姜孟;王德春;;外语思维再思考——论外语思维的“概念化模式”内涵[J];外语研究;2006年04期
10 潘s，
本文编号：2471122
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/2471122.html
