蒙古族高中生的汉语水平对其英语写作词汇错误的跨语言影响研究

发布时间：2018-02-15 01:03

本文关键词： 三语习得二语水平词汇迁移蒙古族高中生　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：三语习得研究是在二语习得研究和双语研究基础上发展起来的一个较新的领域。随着世界经济的全球化和国际交流的日益频繁,其跨语言影响已受到越来越多的关注。通过文献综述发现,国外就三语习得的跨语言影响研究涉及范围广泛,研究对象以印欧语言使用者为主。相比之下,国内对其研究数量较少,针对少数民族群体的研究有限,针对蒙古族学习者的研究更是少之又少。尽管如此,国内外研究就二语水平在三语习得中的重要影响达成了共识。因此,本论文以中介语迁移假设和错误分析理论为主要的理论框架,以内蒙古自治区兴安盟科右中旗的108名高二年级的蒙古族学生作为研究对象,旨在探究汉语水平对其英语写作中词汇迁移的影响以解决以下三个研究问题:(1)蒙古族高中生的一语(蒙古语)、二语(汉语)与其三语(英语)水平的相关性如何?(2)不同汉语水平的蒙古族高中生在其英语写作词汇产出中的表现有何不同?(3)在蒙古族高中生英语写作词汇产出中,导致汉语迁移的因素是什么?为了回答这些研究问题,首先对受试者2016年下学期的蒙古语和英语成绩以及汉语和英语成绩分别进行了相关性分析,从而探讨蒙古语、汉语与英语水平是否有相关性。其次,将受试者就其汉语水平分成了两组欲以发现两组间的英语写作中的词汇使用差异。最后,通过问卷调查探讨了英语写作词汇产出中导致汉语迁移的主要因素。首先,研究发现蒙古族高中生在其英语写作的词汇使用中主要受汉语水平的影响而不是蒙古语水平,因为他们的蒙古语水平与英语水平几乎无相关性,而汉语水平与英语水平有一定的相关性。其次,汉语水平较高组和汉语水平较低组都在英语写作中犯了大量的词汇错误。相比之下,前者的词汇错误量要显著高于后者。通过对十类词汇错误进行分析,发现两组的拼写错误与构词错误出现的频率具有显著性差异,而在其它词汇错误类型中未见显著性差异。其中,词序错误、词类错误、缺少错误与冗余错误主要由汉语迁移造成。最后,问卷调查显示,导致汉语向英语迁移的主要因素有语言类型、语言水平及语言使用的近期性。本研究结果对三语习得理论的发展有所启示,并且对蒙古族地区的外语教学中英语教师的培养、学生英语词汇量的提高、汉语水平的提高及汉语和英语两种语言间的比较对照等方面有所帮助。
[Abstract]:The study of third language acquisition is a relatively new field based on the study of second language acquisition and bilingualism. With the globalization of the world economy and the increasing frequency of international communication, Based on the literature review, it is found that the cross-language effects of L3 acquisition are widely studied in foreign countries, and the subjects are mainly Indo-European speakers. In China, the number of research on it is relatively small, the research on minority groups is limited, and the research on Mongolian learners is even less. There is a consensus at home and abroad on the importance of second language proficiency in third language acquisition. Therefore, this thesis takes the hypothesis of interlanguage transfer and the theory of error analysis as the main theoretical framework. Taking 108 Mongolian students in the second year of senior high school in the right and middle banners of XingUNITA in Inner Mongolia Autonomous region as the research object, The purpose of this study is to explore the influence of Chinese proficiency on lexical transfer in English writing in order to solve the following three research questions: 1) what is the correlation between Mongolian high school students' language (Mongolian / Chinese) and their trilingual (English) level? (2) how do Mongolian high school students with different Chinese proficiency behave differently in their English writing vocabulary output? 3) what are the factors leading to the transfer of Chinese in Mongolian senior high school students' English writing vocabulary output? In order to answer these questions, this paper analyzes the correlation between Mongolian and English scores and Chinese and English scores in the second semester of 2016, so as to explore the correlation between Mongolian language, Chinese and English proficiency. The subjects were divided into two groups according to their Chinese proficiency to find out the differences in vocabulary use in English writing between the two groups. Finally, a questionnaire survey was conducted to explore the main factors leading to the transfer of Chinese in English writing vocabulary production. The study found that the vocabulary use of Mongolian high school students in their English writing is mainly influenced by the level of Chinese rather than the level of Mongolian language, because there is almost no correlation between their level of Mongolian language and their level of English. Second, both the higher and lower levels of Chinese have made a lot of lexical errors in English writing. The number of lexical errors in the former group was significantly higher than that in the latter. By analyzing the ten types of errors, it was found that the frequency of spelling errors and word-formation errors were significantly different between the two groups. However, there is no significant difference in other types of lexical errors, among which, the errors of word order, parts of speech, lack of errors and redundant errors are mainly caused by the transfer of Chinese. The main factors leading to the transfer of Chinese to English are language types, language proficiency and the recent nature of language use. The results of this study have implications for the development of the theory of third language acquisition and the training of English teachers in foreign language teaching in Mongolian areas. The improvement of students' English vocabulary, the improvement of Chinese proficiency and the comparison between Chinese and English are helpful.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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