A STUDY OF THE ROLE OF L1-CHINESE IN ACQUIRING AN L2-ENGLISH WORD LACK BY CHINESE EFL LEARNERS  

汉语对中国学习者习得英语兼类词lack的影响：一项实证研究(英文)

作　　者：韦汇余[1] 

机构地区：[1]连云港师范高等专科学校外语系

出　　处：《Chinese Journal of Applied Linguistics》2007年第6期104-113,128,共11页中国应用语言学（英文）

摘　　要：Based on Nation's (2004) classification of word knowledge and Jiang's(2000) psycholinguistic model of vocabulary acquisition in a second language,this experimental study centres on the role Of L1-Chinese in developing the semantic and syntactic aspects of the word lack by Chinese EFL learners.Two production tests and an acceptability test are employed among 90 subjects.From the results of the study,it can be seen that Chinese EFL learners have great difficulty in acquiring lack because of the negative influence of their L1- Chinese.That is,Chinese EFL learners are more likely to misuse an L2 word with multiple word classes, when the syntactic category of its L1-Chinese'equivalent'word is only identical with one of these classes. Thus,it is proposed that both Chinese EFL teachers and learners should pay more attention to the cross- language'equivalents'that do not belong to the same word-class category in their L2 word acquisition to prevent the negative Ll-transference and the occurrence of lexical fossilization.本文以Nation(2004)的词汇知识分类标准和蒋楠(2000)的第二语言词汇习得的心理语言模式为理论框架,针对中国英语学习者习得英语兼类词lack过程中所出现的词汇使用错误,侧重分析了汉语作为母语在中国英语学习者习得其语义和句法功能的过程中所起的作用。本项研究利用产出性写作任务和接受性问卷对90名受试习得lack一词的情况进行了测试。通过对测试结果的统计和分析,发现:当英语兼类词的汉语对应词只与英语兼类词中的某一词类一致时,中国学习者往往将汉语对应词的此项词类的特征应用到英语兼类词的其它词类中,从而导致词类误用错误。最后,文章指出在第二语言的词汇习得过程中,无论是教师还是学习者都应该特别的关注不属于同一词类的跨语言对应词,以防止母语负迁移和词汇石化现象的产生。

关 键 词：multiple word classes lexical acquisition L1-transfer lexical errors lexical fossilization 

分 类 号：H314[语言文字—英语]