【作者】 杨慧；

【导师】 张延君；

【作者基本信息】 山东师范大学 ， 英语语言文学， 2006， 硕士

【摘要】 语言迁移最初是学习心理学的一个重要概念,之后,行为心理学家将其定义为在“学习新知识过程中学习者对已有知识的一种自动地、不受约束地、潜意识地利用过程”,而认知心理学家则将迁移看作成一种“策略”或“跨语言的影响”。在本文中,我们将主要从认知的视角来理解迁移。到目前为止,词汇迁移的相关研究在国外已经取得了十分显著的研究成果,而国内在此方面的研究并不全面,绝大多数的研究还局限于语法层面上。因此可以认为二语词汇的研究仍然是二语习得研究中的薄弱环节。在语言迁移研究中,会特别地提到词汇共性的作用,这一作用非常重要。Ringbom曾指出“从心理学上说,先感到的是共性,而后才是差异”。作为运用词汇共性的结果,外语学习者在学习和产出中对策略的运用是值得我们考虑的另一重要方面。基于此,本论文将尝试从认知的视角来探讨词汇迁移中词汇共性和学习策略对外语学生的影响。作者首先从理论的观点出发,回顾了迁移研究的历史发展,一方面,我们看到了这一领域所取得的巨大成果;另一方面,研究发展表明学习者的母语特征与学习者对语言共性的觉察力应当成为相互作用的两个重要因素。这为我们的研究提供了一种新的视角。从实践的观点出发,作者回顾了国内外有关词汇迁移方面的相关实验性研究。此类研究构成了我们对中国大学生进行调查研究的基础。在本研究中,我们将主要运用词汇知识结构(vocabulary knowledge framework)的相关理论、认知图式理论(cognitive schemata)以及心理类型(psychotypology)理论来解释词汇共性和学习策略在母语迁移中的作用。总的来看,本研究是从认知角度对词汇迁移所做的一次尝试性研究。从认知的视角进行研究,它可以有效避免从行为主义和心灵主义进行研究的局限性;此外,这类研究更加关注学习者对语言的觉察力,因此,被认为是一种全新的研究视角。在本研究中,作者感兴趣的是尝试运用一种研究方法来分别对两个小组的语言共性及词汇共性的觉察力和写作情况进行考察。为此,整个实验过程被分成了两个部分:第一部分包括问卷调查和词汇等级测试,通过数据统计,我们得到了更多还原

【Abstract】 Language transfer is originally an important concept in Learning Psychology.Behaviorist psychologists define it as “the automatic, uncontrolled, and subconscioususe of past learned behaviors in the attempt to produce new responses”. Cognitivepsychologists, however, treat it as “strategy”, or “cross-linguistic influence”. In thepresent research, this concept is understood from the cognitive perspective.Up to now, researches on lexical transfer abroad have attained well-developedachievements. However, these researches are not carried out pervasively in ourcountry. Most of them still remain at the level of grammar. Therefore, bilingualvocabulary research is still a very weak sub-field of SLA.In the research of language transfer, lexical similarity is very crucial to be noted,as Ringbom has mentioned, “Psychologically, similarity is perceived beforedifference”. As a result of using lexical similarity, learners’ strategies in learning andproduction are also considered to be of importance. In terms of these two interrelatedfactors, this thesis will attempt to investigate them based on the cognitive perspective.From the theoretical point of view, this thesis firstly takes a review on the studiesof language transfer from its historical development. These views show that greatachievements have been made in this field. In addition, it also shows the interactionbetween a learner’s native language and his/her perception of lexical similarity. Itprovides a new perspective to language transfer research. From the practical point ofview, the relevant empirical studies on lexical transfer are surveyed from home toabroad, which construct the foundation of the present investigation in Chinese EFLstudents. In this thesis, we will mainly concentrate on some theories in linguistics,namely, vocabulary knowledge framework, cognitive schemata, and psychotypology,which are useful in explaining the results in this research.On the whole, it is an attempt at lexical transfer study from a cognitiveperspective. It avoids some shortcomings in behaviorists’ and mentalists’ researches.Instead, it gives much attention to the individual’s perception, which is believed anorientation of new research perspective.In this research, it is of great interest to the methodology used to explore the L2learner’s perception of lexical similarity and his/ her written production between asuccessful learners’ group and an unsuccessful learners’ group. In light of the researchpurpose, the whole process is divided into two parts. At the first part, Questionnaireand Vocabulary Levels Test are used to get some information about the informants.Then the writing test is carried out to the informants, followed by some interviews.Based on the research in questionnaires, the interview is adopted to investigate howstudents use their mother tongue and learning strategies in their production. Theprogram ‘Statistical Package for the Social Science (SPSS)’ (Version 13.0) is used toanalyze the data collected. Besides, error analysis is applied in describing the learner’sinterlanguage.The major findings in this research can be summarized as follows: (1) Due to thegreat differences between Chinese and English, only certain features of lexicalsimilarity can be perceived by Chinese learners of English. The hierarchy of someperceived lexical similarity is different in the two groups. The mean score ofperceived lexical similarity in the successful group is lower than that in theunsuccessful group;(2) the unsuccessful learners who can perceive more lexicalsimilarity produce more words and make more errors while the successful learnersperceive more differences and make fewer errors. It indicates that learners’ perceivedlexical similarity is related to their production. To some extent, it can facilitate theirlearning;(3) almost every student is willing to use the language of mother tongue intheir writings. It is reflected in their responses and interlanguage. The results showthat they would like to adopt some strategies in their compositions. But with differentL2 proficiency, the frequency is different.On the one hand, these findings help us to extend the understanding of the rolesof lexical similarity and learning strategy in language transfer. In some degree, theysupport some important ideas proposed by scholars abroad and at home from thedomain of practical research. On the other hand, this research methodology is a newperspective on transfer research. It is a beneficial attempt in exploring. In a word, inthe learning process, transfer should not be looked as interference behavior but as astrategic and cognitive process to renew the understanding of this concept.To transfer the first language features into a second language both as a linguisticphenomenon and a learning strategy has long been recognized as an important issuefor applied linguistic research. In the present research, due to the small samples andthe limited research skills, some limitations are obvious. However, great efforts havebeen made in order to make sure that the research is conducted strictly adhering to theprinciple of maximizing the validity.更多还原