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A Study of L2 Reverse Transfer on Chinese English Learners’ Emotional Concept

作者: 专业:外国语言及应用语言学 导师:赵雪琴 年度:2015 学位:硕士  院校: 南京理工大学


Chinese English Learner, Emotional Concept, Reverse Transfer

        二语迁移指语言使用者习得的语言与母语之间的影响。从迁移方向来说,习得语对母语的影响就是逆迁移。目前国外对逆迁移的研究取得了重大成就但国内仍旧缺乏足够的研究。语言与概念密切相关,Kesckes认为语言是探究概念系统的重要证据来源,概念也是语言迁移研究的一个重要纬度。笔者搜索资料后发现,作为概念迁移八个纬度之一的情感概念迁移,国内目前没有任何相关的研究,国外也仅有Pavlenko一人对此做了探究。所以,本文试图从中国英语学习者的中文语料库中考察英语对汉语感叹句的影响,并从概念改变的角度分析测试结果。本研究通过建立高级英语学习者与低阶英语学习者中文语料库(高级英语学习者由其网页博客文章及演讲稿组成,低阶英语学习者的由其高考模拟作文组成),搜索其中表达情感的句型感叹句进行情感迁移研究,以汉语欧化的七种类型找出其中的欧化感叹句,列入Excel表格并使用SPSS 17.0对二者进行对比。实验总体上验证了研究假设:第一,语料库A(高级英语学习者)与语料库B(低阶英语学习者)中都出现了符合汉语欧化现象描述的感叹句。第二,两个独立样本的显著性检测判定A与B组的欧化程度具有显著性差异,即A组的欧化程度明显高于B组。本文对欧化感叹句逐个分析,从欧化的阶段分三种情况进行讨论。本文认为:第一,主语后置、语法标记中的介词位置颠倒、联词频用以及量词“一”给汉语带来的影响是消极的,在日常使用中应该及时修改避免这类问题。第二,欧式比较句和强调感叹句中心句式是积极的,有利于更加清晰、明确、严谨的表达汉语意思。第三,“是”字句与词性转化属于中性,具体的使用应视情况而定。最终,本文得出以下结论:一,逆迁移确实发生在汉语感叹句句法层面。二,总体来说,英语对汉语情感概念逆迁移的影响有消极的,中性的,积极的,但鉴于消极问题已经深入重构与趋同阶段,建议需在日常生活中引起注意。三,由于语言的影响是相互的,之后的研究不妨从英汉情感概念正、逆迁移的角度进行对比。
    Second language transfer is the influence between the target language and any other acquired or learned language. In terms of directionality, the influence of L2 on L1 is named reverse transfer, which is being studied deeply with achievements abroad but lacks sufficient studies at home. Language is closely linked to cognition. As Kesckes noted that language was important for researching conceptual system, cognition itself should be an important aspect for researching language transfer.After searching through research materials, emotional conceptual transfer, which is one of the eight domains of conceptual transfer, is barely studied at home and abroad, except for Pavenko who has done two successive studies relating to emotional conceptual transfer. Thus, this thesis attempts to establish a corpus of Chinese essays written by Chinese English learners to look into the impact of English on Chinese exclamatory sentence and analyze the test results from the perspective of conceptual change.By establishing two corpora consisting of blogs from advanced Chinese English learners and essays from high school students in practice College Entrance Examination Chinese paper, the study searches all the exclamatory sentence to find ones with Europeanized problems according to seven categories of Europeanizing Chinese structure, and finally fill the data into Excel worksheet for comparison and test of significance. In general, the test has testified the research hypotheses. First, there are exclamatory sentences in both Corpus A (advanced English learners) and Corpus B (English learners at lower stage) fitting descriptions of Chinese Europeanizing problems. Second, the test of significance on two independent samples showed that A and B have strong differences in the level of Chinese Europeanizing and that A is much more influenced by Europeanizing than B.Then the thesis analyzes the Europeanized exclamatory sentences one by one and discusses the phase of Europeanization in three conditions and suggests:First, putting the subject to the rear, disordering the sequence of preposition words, frequent use of conjecture words and the usage of "one" may bring a negative influence to Chinese, so we should fix that kind of problem and avoid errors. Second, Europeanized comparative and sentences that focus on the core bring positive influences because they make Chinese more clear, direct and rigid in expressing ideas. Third, "Be" sentence and change of lexical category are neutral and should be decided by specific circumstances.At last, the present study has the following conclusions:First, reverse transfer is sure to have taken place at Chinese exclamatory sentence structure level. Second, generally speaking, negative, neutral and positive influences all exist in emotional conceptual transfer of English on Chinese, but in light of the fact that those negative problems have entered into restructuring or convergence level, it is advised to keep an eye on and be cautious about them. Third, as language transfer is bidirectional, it is suggested to research emotional conceptual transfer differences from both forward and reverse angle.


Chapter One Introduction12-15
    1.1 Research Background12-13
    1.2 Purpose of The Study13-14
    1.3 Hypothesis of the Research14
    1.4 Structure of The Study14-15
Chapter Two Literature Review15-26
    2.1 Directionality of CLI15-16
    2.2 Conceptual Transfer16
    2.3 Eight Domains of CLI16-20
    2.4 Conceptual Change20-22
    2.5 Exclamatory Sentence22-23
    2.6 Europeanized Chinese23-24
    2.7 Previous Studies on Conceptual Transfer Abroad24-25
    2.8 Previous Studies on Conceptual Transfer in China25-26
Chapter Three Theoretical Framework26-28
    3.1 A General Idea of Multi-competence26-27
    3.2 The Integration Continuum27-28
    3.3 Effect of L2 on L128
Chapter Four Methodology28-34
    4.1 Research Questions28-29
    4.2 Research Method-Corpus Study29-31
        4.2.1 Corpus Constitution29
        4.2.2 Corpus Retrieval Method29-31
    4.3 Statistic and Analytic Method31-33
    4.4 Process33-34
Chapter Five Results and Discussion34-46
    5.1 Results34-38
        5.1.1 Results on Europeanizing Exclamatory Sentence in Group A and B34-37
        5.1.2 Results on Comparison of Europeanized Exclamatory Sentence between Group A and B37-38
    5.2 Discussion38-46
        5.2.1 Discussion on Proof of Emotional Reverse Transfer38-42
        5.2.2 Discussion on Comparison Between A and B42
        5.2.3 Discussion on the Nature of Each Category42-46
Chapter Six Conclusions46-50
    6.1 Major Findings46-47
    6.2 Implications47-48
    6.3 Limitations48
    6.4 Questions for Future Research48-50



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