不同任务中语言焦虑对二语口语的影响研究

通过分析不同口语任务类型、语言焦虑特征及其对二语口语表达的影响,提出了两方面的策略:一是加强口语任务设计,适应不同学习者需求;二是采用不同的纠错反馈,尤其是重述,有效降低学习者语言焦虑。     

二语习得过程中的母语思维现象

母语思维在二语习得过程中是客观存在的，它对二语习得会产生正面的和负面的影响，即正迁移和负迁移。我们应该引导学生利用语言的共性来促进“正迁移”，借助母语思维来促进二语习得，进而提高目的语学习的效率。     

母语思维与二语习得

母语思维是二语习得领域关心的问题，但大部分研究局限在母语思维的负面作用，对其正面积极作用关注不多。事实上母语思维对第二语言学习所产生的影响并非仅限于目的语输出结果上，它的影响还包括对目的语输出过程中的作用。母语思维既是一条有助于理解、消化和吸收外语信息的有效途径，又是一种组织内容和形式的常用策略。在二语习得中应开发利用母语思维这一不可缺少的背景资源，让母语和目的语结成朋友，从而实现二语习得效率的最大化。     

Strategies for professional reading in L1 and L2

Reading strategies of future professionals, both in native language (L1) and in one or more foreign languages (L2), have been little explored. Findings from research concerning the transfer of L1 reading strategies to the L2 context are contradictory. Our hypothesis is that relative performance in L1 and L2 reading is associated with two key variables involved in successful L2 reading comprehension: L1 reading proficiency and L2 language competency, the latter being the stronger predictor. 39 students were divided into three groups by strength or weakness on each independent variable. Their reading strategies, explored by questionnaire, were compared within and between groups, both in L1 and L2, and were correlated to text recall comprehension scores. Readers strong on both key variables were equally effective in both languages. Strong L1 readers weak in L2 were poor L2 readers but fared better than readers weak on both variables. General reading strategies differentiated efficient readers from poor ones both in L1 and L2, but specific problem-solving strategies were the main obstacle in L2. Comprehending – the process, or strategic approach employed – correlated very strongly with comprehension – the product, or score – in L2 and fairly strongly in L1. Pedagogical implications suggest individualised reading training in the light of relative difficulties.     

Is L2 Fundamentally Different from L1

This paper critiques Bley-Vroman's influential articleWhat is the logical problem of foreign language learning? (1989),challenging his proposal-the Fundamental Differences Hypothesis(FDH).While acknowledging its contributions for highlighting the differences between adult foreign language learning and child language development,this critique argues that there is theoretical and empirical counterevidence suggesting that the FDH is not based on a sound foundation and that the FDH is not free from conceptual d...     

母语习得与外语学习对比

“习得”与“学习”是语言学中两个完全不同的语言学习过程。它们在语言环境、认知能力、情感因素、交际能力等方面存在着明显的异同。对母语习得的探讨与研究对外语学习具有重大意义。     

Relationships among L1 print exposure and early L1 literacy skills, L2 aptitude, and L2 proficiency

Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1?C5th grades, and then followed into 9?C10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students?? responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later.     

外语习得中母语负迁移现象及对策

英汉两种语言在语音、词汇、句法、语篇及语用层面存在着差异 ,在一定程度上影响了外语习得 ;外语教学中应加强母语和外语语言系统和文化背景差异的对比分析 ;扩大阅读量 ;增加视听说训练 ;重视语篇教学 ,旨在提高外语学习的效率     

Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension

The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency.     

二语学习的课堂应该使用L1还是L2

本文的目的在于反对教师和学生应该在课堂上只使用L2(第二语言)而不使用第一语言来学习英语的观点。本文主要讨论一下两个问题:1.为什么在课堂上使用L1;2.为什么要在课堂上加大第二语言的使用以及如何做到。     

大学英语写作母语负迁移现象的顺应分析

本文以顺应论为理论框架,从二语物理语境因素和二语社会认知语境因素两方面分别展开大学英语写作的语言结构母语负迁移和语篇思维模式母语负迁移现象的定性分析。研究发现,二语写作母语负迁移问题是由于语言使用者忽视了二语写作语境相关因素（如物理因素、文化思维因素等）的动态顺应而导致的。     

L1和L2阅读的比较:文化差异和图式知识

虽然 L1阅读和 L2的阅读有许多相同的成分 ,其过程的差异还是相当显著的。但令人感兴趣的是 ,这两者之间是否有相同的认知过程在起作用 ,还是有某些过程策略可以调节 L1和 L2的阅读。本文主要通过对L1和 L2的阅读差异的探讨 ,着重分析文化差异因素在阅读过程中所起的作用。文化差异包括文章的背景图式 ,语篇图式和语言图式     

The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading

Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi‐level representational architecture. This study differentiates itself from previous research in that it investigates the relationship of both L1 and L2 reading spans to L2 reading comprehension, while taking into account two reading dimensions, namely, literal understanding and inferential comprehension. Findings reveal no significant difference between L1 and L2 storage capacities, although task processing in L1 is more accurate compared to that in L2. Generally, L1 and L2 processing tasks correlate positively as do L1 and L2 stoarge tasks. Finally, only L2 reading span has a meaningful relationship with L2 inferential comprehension.     

项链的L(1,2)-边标号(英文)

给定一个图G和2个正整数j和k,图G的一个m-L(j,k)-边标号是从图的边集到非负整数集合{0,1,…,m}的一个映射,该映射满足相邻的边所对应的整数相差至少为j,距离为2的边所对应的整数相差至少为k.在图G的所有m-L(j,k)-边标号中,最小的整数m称为图G的L(j,k)-边标号数,记为λ'j,k(G).项链是一类特殊的Halin图,研究了项链的L(1,2)-边标号,给出了项链的L(1,2)-边标号数的上界和下界,并且此上界和下界都是可达的.     

L1和L2学生写作中模糊限制语的对比分析研究

运用对比分析学习者语料的方法对中国英语专业学生和美国大学生在议论文中使用的词汇模糊限制语进行了对比分析,旨在回答三个问题:(1)中国EFL学习者在书面语篇中使用的模糊限制语与本族语者在同类语篇中使用的模糊限制语之间存在哪些整体性差异;(2)中国EFL学习者在书面语篇中使用的模糊限制语与本族语者在同类语篇中使用的模糊限制语之间存在哪些类别性差异;(3)中国EFL学习者在书面语篇中使用模糊限制语的能力与其英语水平之间存在怎样的关系.研究结果表明,中国EFL学习者有在书面语篇中少用模糊限制语的倾向;但随着英语水平的提高,这种倾向有明显的减弱趋势.     

发挥母语思维在二语写作过程中的积极作用

在二语写作过程中,双语思维是其特有现象,而且母语思维在写作的各个阶段能产生不同的影响,然而,在目前广泛采用的成果教学法中,学生的母语思维受到了限制。我们应在深入分析二语写作过程特点的基础上,结合过程教学法,在英语写作的不同过程中充分利用母语思维的假设,发挥母语思维的积极作用,避免其负面影响。     

母语提纲对大一学生二语写作的影响

英语新四级考试作文主要以英语题目加母语提纲为出题方式,大一学生在写作时是否受到母语提纲的负迁移影响？本文将通过对比两个非英语专业的大一班级按照同一题目不同提纲（母语提纲和英语提纲）写的课堂作文,探讨母语提纲对学生作文的影响。     

关于语言课堂教学中母语与目标语使用的再思考

20世纪以来的传统语言学观点认为,母语对外语学习只有负面影响,要熟悉掌握外语必须在语言课堂中只使用目标语。母语对于外语习得既存在正面影响,也存在负面影响。根据21世纪以来在二语习得研究领域取得的相关成果,阐述了如何在语言课堂教学中通过恰当的运用母语来促进二语学习。