【作者】 杨慧；

【导师】 齐洪英；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2018， 硕士

【摘要】 语言迁移问题长期以来一直是二语习得研究领域所关注的重点课题。(Ellis,2000:299)从不同的层面划分,迁移可分为不同的类型。从认知层面来看,迁移可分为语言迁移、意义迁移和概念迁移。近年来,随着语言迁移在理论上的突破,概念迁移成为语言迁移研究的最新发展方向之一。概念迁移产生之前,学者们关注的主要是表层语言现象。语言迁移研究超越语言表层现象,从语言和认知的接口-------概念层面研究语言迁移。(Kellerman,1995)动-名词搭配多年以来一直是二语习得研究的热门话题。对于中国学生来说也是学习的难点。根据中国学习者英语语料库的数据分析,“在所有的言语失误中,搭配错误在言语失误频率表中位居第六位”(杨惠中,2005,12)。而动-名词搭配错误的比例排在第一位。因此本论文从概念迁移视角研究大学英语写作中的动-名词搭配错误。本论文采用语料库研究方法,定量和定性相结合的方法。语料是从中国学习者英语语料库中选取的,包括大学英语专业低年级学习者和高年级学习者两个子语料库。本文作者利用检索工具Antconc3.3.5检索出作文中的动-名词搭配错误。论文的主要研究问题有三个:(1)大学生英语写作中的动-名词搭配错误类型有哪些?(2)造成大学生英语写作动-名词搭配误用的原因是什么?(3)什么建议可以提高学习者的搭配能力?研究结果表明:首先,参考Nesselhauf对动-名词搭配错误的分类,本论文将所提取的动-名词搭配错误分为六类,即,动词错误、名词错误、用法错误、介词错误、限定词错误和结构错误。其次,论文运用概念迁移的基本观点----复合概念表征系统中的三种类型的概念,即基于一语的概念、共享概念和基于二语的概念,解释动-名词搭配错误产生的原因。最后本文作者针对英语专业大学生,在写作中出现动-名词搭配错误的现象,提出了几点建议,以加强二语学习者的搭配意识、增加他们二语的输入和探究单词的深度。这些建议有助于提高二语学习者的搭配能力和二语水平。更多还原

【Abstract】 Language transfer has been an important issue that the field of second language acquisition focuses on for a long time.(Ellis,2000,299)Transfer can be divided into different types according to different levels.From cognitive level transfer can be divided into language transfer,meaning transfer and conceptual transfer.In recent years with the theoretical breakthroughs in the study of language transfer conceptual transfer has become one of the latest development directions of language transfer.Before conceptual transfer scholars mainly focus on superficial language phenomena.The study of conceptual transfer transcends superficial language phenomena.It examines language transfer at the interface of language and cognition---conceptual level.(Kellerman,1995)Verb-Noun collocation has been a hot topic in the study of second language acquisition for many years.It is a difficult point for Chinese students to study.According to the statistics of Chinese learner English corpus,“of all the speech mistakes,collocation errors are the sixth place in the speech error frequency table”(Yang Huizhong,2005,12).The appearing proportion of Verb-Noun collocation errors is the first.Therefore the paper studies Verb-Noun collocation errors in college English writings from the perspective of conceptual transfer.The paper uses corpus method,as well as quantitative and qualitative methods.The research corpus is two sub-corpora choosing from Chinese Learner English Corpus,including the low-grade English majors and high-grade English majors,that is St5 and St6.The writer uses the research tool Antconc3.3.5 to extract Verb-Noun collocation errors that appeared in the students’ writings.There are three research questions in the paper:(1)How many classifications are there in the Verb-Noun collocation errors of college English writings?(2)What results in the Verb-Noun collocation errors of college English writings?(3)What suggestions can be given to improve learners’ collocation competence? The results show that: firstly,according to the classifications of Verb-Noun collocation errors made by Nesselhauf,the paper classifies the Verb-Noun collocation errors into six categories,which are errors in verbs,errors in nouns,errors in usage,errors in prepositions,errors in determiners and errors in structures.Secondly,the paper uses the basic viewpoints of conceptual transfer----three types of concepts,which are L1-based concepts,shared concepts and L2-based concepts in compound conceptual representation system,to explain he reasons leading to the Verb-Noun collocation errors.Finally,aiming at the phenomenon,which English majors made Verb-Noun collocation errors,the author gives some suggestions forthe second language learners to strengthen their collocation awareness and increase their input of L2-based concepts and the depth of searching words.These suggestions will help them improve their collocation competence and second language proficiency.更多还原