三语习得视角下的读后续写协同效应研究

doi:10.12002/j.bisu.258

摘要/Abstract

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。

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

Abstract:

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.

Keywords: Second Language Acquisition (SLA); Third Language Acquisition (TLA); continuation task; effect of alignment; error; priming mechanism; metalanguage awareness; negative migration

中图分类号:

刘鹏. 三语习得视角下的读后续写协同效应研究[J]. 北京第二外国语学院学报, 2019, 41(5): 53-67.

Peng Liu. A Study on the Effects of Alignment of Continuation Tasks from the Perspective of Third Language Acquisition[J]. Journal of Beijing International Studies University, 2019, 41(5): 53-67.

图/表 4

参考文献 27

[1]	Bialystok E & Ryan E B. Metacognitive framework for the development of first and second language skills[C]//Forrest-Pressley D L,MacKinnon G E & Waller T G. Metacognition,Cognition,and Human Performance. New York: Academic Press, 1985: 207~ 252.
[2]	Costa A, Pickering M J & Sorace A. Alignment in second language dialogue[J]. Language and Cognitive Processes, 2008,23(4):528~ 556.
[3]	Diaz R M & Klingler C. Towards an explanatory model of the interaction between bilingualism and cognitive development[C]//Bialystok E. Language Processing in Bilingual Children. Cambridge: Cambridge University Press, 1991: 167~ 191.
[4]	Hammarberg B. Activation of L1 and L2 during production in L3:A comparison of two case studies[M] //Hammarberg B. Processes in Third Language Acquisition. Edinburgh: Edinburgh University Press, 2009: 101~ 126.
[5]	Krahmer E & Theune M. Empirical Methods in Natural Language Generation:Data-Oriented Methods and Empirical Evaluation[M]. Germany: Springer Press, 2010: 90.
[6]	Larsen-Freeman D. A complexity theory approach to second language development/acquisition[C]//Atkinson D. Alternative Approaches to Second Language Acquisition. New York: Routledge, 2011: 48~ 72.
[7]	Mackey A. Introduction to the relationship between conversation and second language acquisition[M]//Mackey A. Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press, 2007: 1~ 26.
[8]	Peyton J K, Staton J, Richardson G & Wolfram W. The influence of writing task on ESL students’ written production[J]. Research in the Teaching of English, 1990,24(2):142~ 171.
[9]	Pickering M J & Garrod S. Toward a mechanistic psychology of dialogue[J]. The Behavioral and Brain Sciences, 2004,27(2):169~ 190.
[10]	Pickering M J & Ferreira V S. Structural priming:A critical review[J]. Psychological Bulletin, 2008,134(3):427~ 459.
[11]	Savage C, Lieven E, Theakston A & Tomasello M. Structural priming as implicit learning in language acquisition:The persistence of lexical and structural priming in 4-year-olds[J]. Language Learning and Development, 2006,2(1):27~ 49.
[12]	Schmidt R W . The role of consciousness in second language learning[J]. Applied Linguistics, 1990,11(2):129~ 158.
[13]	Trofimovich P & Kennedy S. Interactive alignment between bilingual interlocutors:Evidence from two information-exchange tasks[J]. Bilingualism:Language and Cognition, 2014,17(4):822~ 836.
[14]	Wang Chuming & Wang Min. Effect of alignment on L2 written production[J]. Applied Linguistics, 2015,36(5):503~ 526.
[15]	Yu Guoxing . From integrative to integrated language assessment:Are we there yet?[J]. Language Assessment Quarterly, 2013,10(1):110~ 114.
[16]	Zhang Xiaoyan . Reading-writing integrated tasks,comprehensive corrective feedback,and EFL writing development[J]. Language Teaching Research, 2017,21(2):217~ 240.
[17]	郝红艳 . “读后续写”练习对汉语名量词促学促用效果研究[J]. 广东外语外贸大学学报, 2015(6):90~ 94.
[18]	洪炜, 石薇 . 读后续写任务在汉语二语量词学习中的效应[J]. 现代外语, 2016,39(6):806~ 818.
[19]	姜琳, 涂孟玮 . 读后续写对二语词汇学习的作用研究[J]. 现代外语, 2016,39(6):819~ 829.
[20]	李增垠 . 三语习得与二语习得之差异探析[J]. 青海师范大学学报(哲学社会科学版), 2016,38(2):122~ 129.
[21]	缪海燕 . 外语写作互动的语篇协同研究[J]. 现代外语, 2017,40(5):630~ 641.
[22]	王初明 . 读后续写何以有效促学[J]. 外语教学与研究, 2015,47(5):753~ 762.
[23]	王初明 . 以“续”促学[J]. 现代外语, 2016,39(6):784~ 793.
[24]	王敏, 王初明 . 读后续写的协同效应[J]. 现代外语, 2014,37(4):501~ 512.
[25]	王启, 王凤兰 . 汉语二语读后续写的协同效应[J]. 现代外语, 2016,39(6):794~ 804.
[26]	辛声 . 读后续写任务条件对二语语法结构习得的影响[J]. 现代外语, 2017,40(4):507~ 517.
[27]	曾丽, 李力 . 对“三语习得”作为独立研究领域的思考[J]. 外语与外语教学, 2010(2):6~ 9.

排序	关键词	对比库频率（读英续西）	目标库频率（读西续西）	原文库频率（西语原文）
1	SINTIO	1	2	2
2	HAMBRE	1	2	2
3	ESE	3	7	4
4	ASI	3	7	4
5	FARDEL	1	6	4
6	YO	20	31	11
7	MADRE	1	3	3
8	GRAN	3	2	3
9	SER	6	5	5
10	CUANDO	8	9	7
11	CONTRA	1	1	3

排序	关键词	对比库频率（读英续西）	目标库频率（读西续西）	原文库频率（西语原文）
1	SINTIO	1	2	2
2	HAMBRE	1	2	2
3	ESE	3	7	4
4	ASI	3	7	4
5	FARDEL	1	6	4
6	YO	20	31	11
7	MADRE	1	3	3
8	GRAN	3	2	3
9	SER	6	5	5
10	CUANDO	8	9	7
11	CONTRA	1	1	3

读写方式	排序	关键词	关键值	频率	参照库频率
读英续西	1	DOLOR	—5.6	3	12
	2	MAS	—5.56	13	32
	3	CASA	—5.53	1	7
	4	ES	—4.31	8	25
	5	SINO	—3.83	1	9
	6	ASTUTO	—3.55	3	15
	7	NO	1.29	48	113
读西续西	1	SABIA	—6.13	6	10
	2	HACER	—6.13	6	10
	3	VOY	—5.83	1	4
	4	SANGRE	—5.83	1	4
	5	PENSAR	—5.83	1	4
	6	PAJA	—5.83	1	4
	7	AÑOS	—5.83	1	4
	8	SENTI	—5.66	3	7
	9	SOLO	—5.3	6	11
	10	DI	—5.26	2	6
	11	NUNCA	—3.89	4	10
	12	HOMBRE	—3.09	1	6
	13	NO	1.29	113	48
	14	MUY	—1.24	9	19

读写方式	排序	关键词	关键值	频率	参照库频率
读英续西	1	DOLOR	—5.6	3	12
	2	MAS	—5.56	13	32
	3	CASA	—5.53	1	7
	4	ES	—4.31	8	25
	5	SINO	—3.83	1	9
	6	ASTUTO	—3.55	3	15
	7	NO	1.29	48	113
读西续西	1	SABIA	—6.13	6	10
	2	HACER	—6.13	6	10
	3	VOY	—5.83	1	4
	4	SANGRE	—5.83	1	4
	5	PENSAR	—5.83	1	4
	6	PAJA	—5.83	1	4
	7	AÑOS	—5.83	1	4
	8	SENTI	—5.66	3	7
	9	SOLO	—5.3	6	11
	10	DI	—5.26	2	6
	11	NUNCA	—3.89	4	10
	12	HOMBRE	—3.09	1	6
	13	NO	1.29	113	48
	14	MUY	—1.24	9	19

语言读写任务	组别	N	均值	标准差	p值（双尾）
单词拼写	1组	20	1.743 9	1.659 74	0.186
单词拼写	2组	26	1.197 6	1.090 67	0.186
性一致	1组	20	0.118 5	0.403 50	0.876
性一致	2组	26	0.136 1	0.356 42	0.876
语言读写任务	组别	N	均值	标准差	p值（双尾）
冠词	1组	20	0.610 6	0.736 92	0.024
冠词	2组	26	0.187 9	0.306 28	0.024
介词	1组	20	0.930 7	0.905 52	0.079
介词	2组	26	0.513 6	0.544 74	0.079
se+动词	1组	20	0.490 8	0.473 24	0.424
se+动词	2组	26	0.386 8	0.39973	0.424
时态	1组	20	1.740 8	2.161 59	0.026
时态	2组	26	0.543 1	0.645 91	0.026
句型误用	1组	20	0.925 3	0.790 88	0.534
句型误用	2组	26	0.767 2	0.889 66	0.534
用词不当	1组	20	2.426 6	1.708 38	0.003
用词不当	2组	26	1.029 6	0.871 73	0.003
形式偏误	1组	20	6.560 7	4.211 02	0.011
形式偏误	2组	26	3.732 5	2.153 99	0.011
意义偏误	1组	20	2.426 6	1.708 38	0.003
意义偏误	2组	26	1.029 6	0.871 73	0.003