调控理论视角下汉语学习者词汇习得的认知机制研究  

A Study on the Cognitive Mechanism of Chinese Language Learners in Vocabulary Acquisition

作　　者：蒋荣[1] 

机构地区：[1]北京语言大学汉语速成学院,100083

出　　处：《语言教学与研究》2013年第1期9-15,共7页Language Teaching and Linguistic Studies

基　　金：北京语言大学青年自主科研支持计划项目(中央高校基本科研业务费专项资金资助)"基于社会文化理论的互动与第二语言学习者词汇习得效应研究"(项目编号:11JBB017)资助

摘　　要：本研究以社会文化理论中的调控理论为基础,考察不同水平的汉语学习者在词汇习得过程中采用的不同的调控方式及发展趋势。结果显示,与儿童母语习得具有明晰的发展阶段不同,初、中级水平的汉语学习者词汇习得都主要依靠客体调控和他人调控方式,阶段性差异不显著,而高级水平的汉语学习者则主要采用自我调控方式,达到了自我调控阶段。Abstract Based on the regulation theory from the sociocultural perspective, the present study explores the different regulation approaches adopted by Chinese language learners of different profi- ciency levels in their vocabulary acquisition. The developmental tendency of regulation approaches is also analyzed. The findings reveal that, different from the distinct developmental stages that the chil- dren have, no obvious line between stages can be drawn for adult Chinese language learners. To be specific, elementary and intermediate Chinese learners mainly appropriate object-regulation and oth- er-regulation approaches, whereas their advanced counterparts prefer to adopt self-regulation ap- proach, indicating the accomplishment of self-regulation.

关 键 词：社会文化理论 调控理论 客体调控 他人调控 自我调控 

分 类 号：H195[语言文字—汉语]