附带习得中二语学习者对语块与单词外围注意的对比研究

doi:10.12002/j.bisu.243

摘要/Abstract

摘要：

注意是二语习得的必要条件,也是习得目标语言形式的第一步。本研究以非英语专业大学一年级学生为受试,考察在附带习得过程中二语学习者对文中的语块和单词所给予的外围注意水平及它们之间的差异。研究发现：（1）从总体上看,附带习得中二语语块与单词外围注意的总体水平偏低,且两者之间具有显著性差异;（2）二语学习者的阅读水平与语块外围注意水平和单词外围注意水平之间的关系极弱,可以认为不相关;（3）不同频率语块之间呈现低频语块外围注意水平﹥中频语块外围注意水平﹥高频语块外围注意水平的趋势;不同频率单词之间呈现中频单词外围注意水平﹥低频单词外围注意水平﹥高频单词外围注意水平的趋势;两者之间的趋势存在明显差异。本研究有助于人们了解“注意”这一重要心理现象以及“主要注意”与“外围注意”在二语输入中的作用,揭示在阅读接触过程中“外围注意”的规律性和复杂性,对语块和词汇教学也有借鉴意义。

关键词: 附带习得; 语块; 单词; 外围注意; 二语习得

Abstract:

Attention is an essential prerequisite for second language acquisition and is required as the first step in the acquisition of target linguistic forms. Taking freshmen of non-English majors as subjects, this study explores the level of the peripheral attention given by L2 learners to the chunks and single words in the text while directing focal and major attention to the reading tasks and the difference between them. The findings show that (1) L2 learners’ peripheral attention on chunks and single words in reading is generally inefficient and there is significant difference between them; (2) L2 learners’ reading score has weak correlation with the level of the peripheral attention given to the chunks and single words; (3) there is a trend for the peripheral attention to vary according to different chunk frequencies — the level of the peripheral attention on low-frequency chunks is higher than that on mid-frequency chunks, and the level of the peripheral attention on the mid-frequency chunks is higher than that on high-frequency chunks; there is also a trend for the peripheral attention to vary according to different single word frequencies — the level of the peripheral attention on mid-frequency chunks is higher than that on low-frequency single words, and the level of the peripheral attention on low-frequency single words is higher than that on high-frequency single words; and the two trends are obviously different. This study not only enriches our understanding of “noticing” (an important psychological phenomenon) and the roles of focal and peripheral attention in second language input by clarifying the laws and complexity of noticing in reading, but also gives pedagogical suggestions for the learning of chunks and single words.

Keywords: incidental acquisition; chunks; single words; peripheral attention; second language aquisition (SLA)

中图分类号:

H0-059

周正钟. 附带习得中二语学习者对语块与单词外围注意的对比研究[J]. 北京第二外国语学院学报, 2019, 41(5): 38-52.

Zhengzhong Zhou. A Comparison Study of Second Language Learners’ Peripheral Attention on Chunks and Single Words in Incidental Acquisition[J]. Journal of Beijing International Studies University, 2019, 41(5): 38-52.

图/表 9

参考文献 28

[1]	Arnaud P J L & Savignon S J . Rare words,complex lexical units and the advanced learner[C]//Coady J & Huckin T. Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press, 1997: 157~ 173.
[2]	Barcroft J . Semantic and structural elaboration in L2 lexical acquisition[J]. Language Learning, 2002,52(2):323~ 363.
[3]	Bishop H . Noticing Formulaic Sequences:A Problem of Measuring the Subjective[R]. Madison:University of Wisconsin-Madison, 2004: 15~ 19.
[4]	Boers F & Lindstromberg S. Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology[M]. Berlin and New York: Mouton de Gruyter, 2008.
[5]	Boers F & Lindstromberg S. Optimizing a Lexical Approach to Instructed Second Language Acquisition[M]. New York: Palgrave Macmillan, 2009.
[6]	Boers F & Lindstromberg S. Experimental and intervention studies on formulaic sequences in second language[J]. Annual Review of Applied Linguistics, 2012,32:83~ 110.
[7]	Ellis N C. Vocabulary acquisition: Word structure,collocation,word-class,and meaning[C]//McCarthy M & Schmidt N. Vocabulary:Description,Acquisition and Pedagogy. Cambridge: Cambridge University Press, 1997: 122~ 139.
[8]	Laufer B & Hulstijn J. Incidental vocabulary acquisition in a second language:The construct of task-induced involvement[J]. Applied Linguistics, 2001,22(1):1~ 26.
[9]	McLaughlin B . Theories of Second-Language Learning[M]. London: Edward Arnold, 1987.
[10]	Nagy W E, Herman P A & Anderson R C. Learning words from context[J]. Reading Research Quarterly, 1985,20(2):233~ 253.
[11]	Paribakht T S & Wesche M. Reading and “incidental” L2 vocabulary acquisition:An introspective study of lexical inferencing[J]. Studies in Second Language Acquisition, 1999,21(2):195~ 224.
[12]	Pawley A & Syder F H. Two puzzles for linguistic theory:Native-like selection and native-like fluency[C]//Richards J & Schmidt R. Language and Communication. London: Longman, 1983.
[13]	Peters E . Learning German formulaic sequences:The effect of two attention-drawing techniques[J]. The Language Learning Journal, 2012,40(1):65~ 79.
[14]	Rott S . The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading[J]. Studies in Second Language Acquisition, 1999,21(4):589~ 619.
[15]	Schmidt R. Implicit learning and the cognitive unconscious of artificial grammars and SLA[C]//Ellis N C. Implicit and Explicit Learning of Languages. London: Academic Press, 1994: 165~ 209.
[16]	Schmitt N & Carter R. Formulaic sequences in action:An introduction [C]//Schmitt N. Formulaic Sequences Acquisition,Processing and Use. Amsterdam,the Netherlands: John Benjamins, 2004.
[17]	Wood D . Fundamentals of Formulaic Language:An Introduction[M]. New York/London: Bloomsbury Academic, 2015.
[18]	范烨 . 注意在二语动名词搭配习得中的作用[J]. 外语教学与研究, 2008,40(3):170~ 177.
[19]	刘丹丹 . 二语词汇附带习得中的输入强化时机研究[J]. 外语与外语教学, 2013(6):33~ 37.
[20]	洛德丝•奥尔特加 . 理解第二语言习得[M]. 冯蕾, 邵钦瑜译. 北京: 中国书籍出版社, 2016.
[21]	王改燕 . 二语自然阅读词汇附带习得研究[J]. 解放军外国语学院学报, 2009,32(5):48~ 53.
[22]	王改燕 . 第二语言阅读过程中词汇附带习得认知机制探析[J]. 外语教学, 2010,31(2):49~ 53.
[23]	吴建设, 郎建国, 党群 . 词汇附带习得与“投入量假设”[J]. 外语教学与研究, 2007,39(5):360~ 366.
[24]	吴建设, 郎建国, 伏力, 陈静 . 基于阅读强化方式的二语词汇习得研究[J]. 现代外语, 2010,33(3):258~ 267.
[25]	徐浩 . 阅读任务中词汇附带习得注意过程的探索性研究[J]. 外语教学理论与实践, 2012(2):48~ 54.
[26]	郑超, 原石红 . 从语块类型看中国学习者“.. and ..”语块的习得[J]. 外语教学与研究, 2011,43(1):109~ 117.
[27]	郑咏滟 . 母语在二语词汇深度知识中的角色[J]. 解放军外国语学院学报, 2012,35(3):51~ 55.
[28]	周榕, 吕丽珊 . 输入增显与任务投入量对英语词汇搭配习得影响的实证研究[J]. 现代外语, 2010,35(1):81~ 88.

组别	语块	频率（每百万）	单词	频率（每百万）
高频组	engage in relative to fall into	2 170 1 353 896	testimony scenario intriguing	3 272 2 442 1 043
中频组	aspire to receptive to inclination to（do）	246 209 184	inherently stereotype proactive	689 572 484
低频组	group together take aim at be disposed to	34 30 22	nuanced aversion extenuating	314 264 35
平均频率		572		1 013

组别	语块	频率（每百万）	单词	频率（每百万）
高频组	engage in relative to fall into	2 170 1 353 896	testimony scenario intriguing	3 272 2 442 1 043
中频组	aspire to receptive to inclination to（do）	246 209 184	inherently stereotype proactive	689 572 484
低频组	group together take aim at be disposed to	34 30 22	nuanced aversion extenuating	314 264 35
平均频率		572		1 013

项目	平均数	标准误差	最高分	最低分	数量
语块	14.918	5.530	28	4	61
单词	9.803	4.460	20	2	61

项目	平均数	标准误差	最高分	最低分	数量
语块	14.918	5.530	28	4	61
单词	9.803	4.460	20	2	61

变量	检验值=21.6
	t	df	显著性（双尾）	平均差异	95%差异数的置信区间
	t	df	显著性（双尾）	平均差异	上限	下限
语块外围注意总成绩	—9.438	60	0.000	—6.682	—5.266	—8.098
单词外围注意总成绩	—20.657	60	0.000	—11.797	—10.654	—12.939