Effects of L2 Proficiency on Lexical and Syntactic Transfer in Early L3 Acquisition 英语专业本科生毕业论文(设计).doc
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4、 Transfer in Early L3 Acquisition题 目: 第二语言熟练度对第三语言习得中词汇及句法迁移的影响 系 别: 外国语言文学系 专 业: 英 语 学生姓名: 学 号: 指导教师: (职 称)二 年 月ABSTRACTThe research of third language acquisition is gaining increasing attention as acquiring a third language (L3) becomes a common phenomenon. And both generative and applied linguist
5、s have been focusing on the “cross linguistic influence” (CLI) on L3 acquisition. Typology factor is in the high light while L2 proficiency is one of the few discussed influences. It is generally acknowledged that in the early stage of learning a second foreign language (L3) typologically similar to
6、 the first one (L2), transfer plays a very important role. The author thus examines the difference of transfer rate of two separate Groups of distinct English proficiency (Group1 is high, Group 2 low) during the acquisition of some lexical and syntactic features in French. The self-designed empirica
7、l test consists of three sectors which illustrate different findings: in the acquisition of the same features between English and French, the two Groups do not have significant difference in transfer rate. However, in the acquisition of close and completely different features between English and Fre
8、nch, the two Groups did have significant differences: namely, the Group with higher English proficiency has significantly higher percentage of positive transfer rate in the acquisition of the French features close but not the same as English. Furthermore, this Group outperforms the low English profi
9、ciency Group in the acquisition of distinct features of French which does not present in English. The stimulus recall after the tests also gave us some insights for teaching, such as how to make use of typology for transfer, and how to turn the negative into the positive.Key words: third language ac
10、quisition, transfer, CLI, second language proficiency 摘要 随着学习第三语言的人们越来越多, 三语习得也开始备受关注。跨语言影响(CLI)是普通语言学和应用语言学家都相当关注的领域。其中迄今为止讨论最多的因素还是语言相似性,而对于语言熟练度因素则相关研究甚少。同时,在早期三语(与二语相近的语言)习得中,人们普遍认为存在迁移。因此,本文重在探讨二语熟练度对早期三语习得中迁移情况的影响。被试是两组二语(英语)熟练度截然不同的三语学习者(组1为熟练度高,组2熟练度低)接受自行设计的法语测试,测试被分为三部分,结果分别证明了:在习得法语与英语完全一
11、样的特征时,两组的迁移率在统计上没有显著差异。但是在以下两种情况下,两组有显著差异:在习得法语与英语相近但是有些许不同的特征时,组1正迁移率在统计上显著高于组2;在习得法英完全不同的语言特征时,组1分数在统计上显著高于组2。由此可见,熟练度在一定程度上确实与迁移相关。产生此现象的原因通过试后的“刺激回忆”录音可以推断是在于二语熟练度高的同学善于运用语言学习意识分析两种语言在结构层面上的相似和不同从而帮助理解和习得,而不是简单地猜测两者完全的等同。这正是教学中可以提高的地方。关键词:三语习得, 迁移, 跨语言影响, 二语熟练度CONTENTSChapter One Introduction.11
12、.1 Research background.1 1.2 Significance of the study.11.3 Organization of the thesis1Chapter Two Literature Review22.1 A general view22.2 Typology factor in CLI of multilingual lexical processing22.3 Proficiency factor32.4 Review of domestic studies.42.5 Summary of previous parts of review.5Chapte
13、r Three Theoretical Framework.6 3.1 The theoretical foundation of the hypotheses.63.1.1 The dominant source of transfer in L363.1.2 The effects of transfer in different situations.73.2 The definition of transfer.7Chapter Four Methodology94.1 Subjects.94.2 Research questions & Hypotheses.9 4.2.1 Rese
14、arch Questions.9 4.2.2 Hypotheses.104.3 Administration of test104.4 Instrumentation.104.5 Empirical test.11 4.5.1 Task design.11Chapter Five Results and Discussion125.1 General situations of the results.125.2 Results and discussion of research question 1.125.3 Results and discussion of research ques
15、tion 2.145.4 The insights for teaching gained from the stimulus recalls.19Chapter Six Conclusion .216.1 Conclusion216.2 Limitations22 Selected Bibliography .23Appendix.26vChapter One Introduction 1.1 Research backgroundBoth generative linguists and applied linguists have now been interested in the n
16、ew domain of third language acquisition (L3A), which used to be underestimated as a sub-question of SLA just as we did to the second language. Generative linguistic perspective has been focusing on language processing while applied linguistics on what “cross linguistic influences” (CLI) have on L3 l
17、earning, summarized as six main factors, including L2 status and proficiency. However, few investigate specifically how L2 proficiency influences L2 transfer and L3A, and some latest researches related to the influence of proficiency on transfer were for the generative linguistic purpose:to testify
18、L3As difference from L2A. 1.2 Significance of the studyThe purpose of this research is two-fold: 1) to probe the effects of L2 proficiency on lexical and syntactic transfer in early L3A, in other words, whether second foreign language learners with high proficiency of the first foreign language have
19、 more positive(or negative) transfer in early L3 lexical and syntactic acquisition. 2) To further investigate when and how different types of positive or negative transfer between an L2 (typologically similar to L3) and L3 occur, and how learners with high proficiency achieve to make use of the posi
20、tive transfer and suppress the negative transfer (if they were), and ultimately arouse the bilingual learners awareness of their learning process.1.3 Organization of the thesisThis thesis is organized in 6 chapters. The first chapter is the general introduction, Chapter 2 the literature review. The
21、remaining three chapters are devoted to the current study, including the design and implementation of the study, the results and analysis of the major findings and the last, the conclusion and limitation of the study as well as the future prospects.Chapter Two Literature Review2.1 A general viewIn r
22、ecent years, a number of researchers have started to look seriously at the phenomenon of L3/multilingualism as a separate domain of inquiry. Apart from the expanding studies done within applied linguistics, generative linguists are also showing growing interest in it. While empirical studies in TLA
23、(third language acquisition) are not as extensive as in SLA, a number of researchers have done important researches, especially within the last 15 years, on the influence of the L1 and L2 on the acquisition of an L3 (Cenoz 2001; Williams and Hammarberg 1998; Ringbom 1983, 1987; Dewaele 1998; Klein 1
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