摘要
本研究分析了以英语(二语习得视角)和西班牙语(三语习得视角)分别作为输入语言读后续写的协同效应的异同。研究发现:两种读后续写任务中,均存在协同效应;两种视角下读后续写产出在语言形式和语义偏误频率上均存在显著差异。研究结果验证了读后续写对三语习得的促学作用,进一步揭示了三语习得视角下影响协同效应的独特机制和因素,具体表现在:借助语际迁移引发的自我协同也产生了语言表征上的协同效应;元语言意识可能是影响协同效应强度的又一新因素;语义层面的协同效应还受到三语习得所特有的“负迁移”因素影响。
Taking English and Spanish as input languages,this study analyses the similarities and differences of the effects of alignment of the continuation tasks of reading and writing from the perspectives of Third Language Acquisition and Second Language Acquisition.The study reveals:(1)the alignment effect exists in both continuation tasks of reading and writing;(2)statistically significant differences are evidenced in the frequency of both language form errors and semantic errors in the two continuation tasks of reading and writing.The study demonstrates that the use of continuation tasks from the perspective of Third Language Acquisition also helps to improve the language acquisition level of the students.It further reveals the particular mechanisms and factors that are relevant to the effect of alignment from the perspective of Third Language Acquisition.The important findings of this study are as follows:(1)self-alignment which is caused by interlingual migration also produces the effect of alignment at the linguistic representation level;(2)metalanguage awareness may be another new factor that affects the intensity of the effect of alignment;(3)the effect of alignment at the semantic level is also influenced by the“negative migration”factor that is unique to Third Language Acquisition.
作者
刘鹏
Liu Peng(Beijing International Studies University,Beijing 100024,China)
出处
《北京第二外国语学院学报》
2019年第5期53-67,共15页
Journal of Beijing International Studies University
基金
北京第二外国语学院校级科教融合项目“基于三语习得协同效应的读后续写语言技能培养研究”（项目编号：545003/060）的资助
关键词
二语习得
三语习得
读后续写
协同效应
偏误
启动机制
元语言意识
负迁移
Second Language Acquisition(SLA)
Third Language Acquisition(TLA)
continuation task
effect of alignment
error
priming mechanism
metalanguage awareness
negative migration
