中国成年第二语言学习者的搭配学习机制探究

发布时间：2018-06-27 12:31

本文选题：搭配习得 + 语块　；参考：《重庆大学》2012年硕士论文

【摘要】：语块（formulaic sequences）是语言学的一个重要研究领域。无论是在语言使用还是在语言习得方面，其重要性都日益突出。但是，，目前学界在二语语块的学习机制方面尚未形成一致意见。Ellis（2003）认为二语语块的学习遵循基于使用的（usage-based）模型，学习者能够整体记忆接触到的语块。而Wray（2002）则认为二语学习者不会整体记忆接触到的语块，只会注意单个词语。目前这个领域中的实证研究提供的证据无法对这两个模型进行检验。本研究以语块的一种类型——搭配为切入点，试图通过实验的方法，严格控制受试的二语水平和其接触到的输入，检验中国成年二语学习者对接触到的搭配的记忆，进而对上述的两种学习模型进行检验。本实验的受试分为高水平组英语专业研究生30人和低水平组非英语专业大一学生30人。实验分为训练阶段和测试阶段。在实验阶段，受试将分别接触到在搭配条件下出现的目标名词和单独出现的目标名词。在随后进行的测试阶段，将检验受试对目标名词的记忆效果。通过对实验数据进行双因素方差分析，发现两组受试对搭配条件下出现的目标名词的记忆效果要显著好于对单独出现的目标名词的记忆效果。这说明与目标名词搭配出现的形容词对目标名词的记忆起到了启动作用。由此可以得出无论是高水平的学习者还是低水平的学习者都能记忆接触到的搭配。这就说明在二语习得中，学习者的搭配学习遵循的是Ellis的学习模型，也就是基于使用的模型。然而研究同时发现，高水平学习者的搭配记忆效果要明显好于低水平学习者。这就说明虽然水平对二语搭配的学习机制没有影响，但却对二语搭配的学习效果有着显著影响。水平仍是二语搭配学习中的一个关键因素。本论文最后对进一步的研究提出了建议，还对本研究的意义和局限进行了讨论。
[Abstract]:Chunks (formulaic sequences) is an important research field in linguistics. Both in language use and in language acquisition, its importance is increasingly prominent. However, at present, there is no consensus on the learning mechanism of second language chunks. Ellis (2003) thinks that the learning of second language chunks follows the usage-based model, and learners can remember the chunks they come into contact with as a whole. Wray (2002) argues that L2 learners do not memorize the chunks they are exposed to, and only pay attention to individual words. The evidence provided by empirical studies in this field does not test the two models. In this study, using a type of chunks-collocation as the starting point, we try to strictly control the L2 level and the input of the subjects, and test the Chinese adult L2 learners' memory of the collocations they have come into contact with. Then the above two learning models are tested. The subjects were divided into high-level English majors (30) and low-level non-English majors (30). The experiment is divided into training stage and testing stage. In the experiment stage, the subjects were exposed to the target nouns under collocation condition and the target nouns that appeared separately. In the subsequent phase of the test, the memory effect of the target noun was tested. Based on the two-factor variance analysis of the experimental data, it was found that the memory effect of the target nouns in the two groups was significantly better than that in the single object nouns. This indicates that adjectives collocated with target nouns play a priming role in the memory of target nouns. It can be concluded that both high-level learners and low-level learners can remember the collocations they are in contact with. This shows that in second language acquisition, learners' collocation learning follows Ellis's learning model, which is based on the usage model. However, the study also found that the collocation memory effect of high-level learners was significantly better than that of low-level learners. This shows that although level has no effect on the learning mechanism of L2 collocation, it has a significant effect on L2 collocation. Proficiency is still a key factor in L2 collocation learning. At the end of this paper, some suggestions are put forward for further research, and the significance and limitation of this study are also discussed.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

【参考文献】