中国学生英汉议论文写作中双向迁移现象研究：基于语篇衔接手段及语类结构分析

发布时间：2019-06-29 09:41

【摘要】：语言迁移是二语习得的一个重要领域，自20世纪50年代以来，一直受到学者们的关注。正如LongRichards在Odlin的《语言迁移》一书的序言中所称：“语言迁移成为应用语言学、二语习得和语言教学领域中的一个重要研究课题至少已有一百年的历史。它在很多情况下被视为一种学习策略，学习者用已有的语言去假设领一种语言的形式、结构、功能、意义、规则和搭配(e.g., R. Ellis,1994,p.314)。在过去的几十年中，对语言迁移的研究多集中在迁移的本质、发生迁移的原因、迁移的过程、层面等问题，也就是说，在学习二语的过程中，学习者的一语在多大程度上对二语的学习产生干扰或积极作用(Krashen,1983; et al)。然而，学习者的二语在多大程度上能够影响一语却很少被人们所关注。AnetaPavlenko和Scott Jarvis (2002)认为，语言迁移是具有双向性的，这种双向性决定了迁移对学习者的一语和二语都会造成影响。本文从宏观与微观两个层面研究中国学生在英语写作和汉语写作的过程中是否存在双向迁移，即母语能从多大程度上影响二语的使用，以及二语能从多大程度上影响母语的表达。本文是对中国学生英汉写作的跨语言、跨文化的研究，语料来自16位西安各大综合类院校的毕业生所完成的32篇作文，英汉各16篇。本研究采用定性与定量相结合的研究方法，首先统计文章中的各种衔接手段及语类结构，并将其分类，然后以对比修辞理论为基础，结合学习者的社会文化背景、思维模式、外语及母语的写作教学、学习二语的内外因等来分析导致这种双向迁移的原因。研究结果表明，，学习者一语和二语在语篇层面上相互影响，他们在使用衔接手段和语类结构组织一种语言的文章时，在不同程度的受到了另一种语言的影响。本研究拓宽了语言迁移研究的范围，对二语习得有一定的影响。通过从宏观和微观上对比分析学习者英汉作文，对二语写作教学有一定的理论意义和现实意义。
[Abstract]:Language transfer is an important field of second language acquisition, which has been concerned by scholars since 1950 s. As LongRichards said in the preface to Odlin's language transfer: "language transfer has been an important research topic in applied linguistics, second language acquisition and language teaching for at least one hundred years. In many cases, it is regarded as a learning strategy, learners use the existing language to assume the form, structure, function, meaning, rules and collocation of a language (e.g., R. Ellis,1994,p.314). In the past few decades, the study of language transfer has focused on the nature of transfer, the causes of transfer, the process of transfer, the level and so on, that is to say, the extent to which learners' language interferes with or plays a positive role in second language learning (Krashen,1983; et al). However, little attention has been paid to the extent to which a learner's second language can influence it. Aneta Pavlenko and Scott Jarvis (2002) believe that language transfer is bi-directional, which determines that transfer has an impact on both the learner's language and the second language. This paper studies whether there is a two-way transfer of Chinese students in the process of English writing and Chinese writing from the macro and micro levels, that is, the extent to which the mother tongue can affect the use of the second language and the extent to which the second language can affect the expression of the mother tongue. This paper is a cross-linguistic and cross-cultural study of Chinese students' English-Chinese writing. The corpus comes from 32 essays completed by 16 graduates of various colleges and universities in Xi'an, and 16 from English and Chinese. In this study, qualitative and quantitative methods are used to analyze the causes of this two-way transfer based on the contrastive rhetorical theory, combining with the learners' social and cultural background, thinking mode, writing teaching of foreign language and mother tongue, and the internal and external causes of learning a second language. The results show that learners interact with each other at the textual level. When they use cohesion and genre structure to organize articles in one language, they are influenced by another language to varying degrees. This study broadens the scope of language transfer and has a certain impact on second language acquisition. Through the contrastive analysis of learners' English-Chinese composition from macro and micro point of view, it has certain theoretical and practical significance for the teaching of second language writing.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H15;H315

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