藏族学生在第三语言习得中元语言意识研究  

A study on metalinguistic awareness of Tibetan students in Third Language Acquisition

作　　者：李增垠[1,2] 

机构地区：[1]陕西师范大学外国语学院,陕西西安710062 [2]青海师范大学外语系,青海西宁810008

出　　处：《中南大学学报（社会科学版）》2016年第1期247-253,共7页Journal of Central South University：Social Sciences

基　　金：2012年度教育部人文社会科学研究基金项目"青藏地区双语语境下第三语言认知规律问题研究"(12YJA850014);2015年度国家社会科学基金项目"青海河湟地区少数民族语言态度及濒危语言保护问题研究"(15BYY157)

摘　　要：以"阈限"假设等四种理论为依据,在三语习得框架下,对藏族单语和双语学生学习英语之后的元语言意识在语音、词汇、句法以及语用四个层面进行综合系统的实证研究,其结果显示,单语学生、非平衡双语学生、平衡双语学生在学习英语过程中其元语言意识随着语言数量的增加、语言水平的提高、年龄的增长而不断发展。但影响其元语言意识的各项因素所起的作用却有所不同,且被试的语音、词汇、句法和语用意识各自呈现不尽相同的状况和发展特点。研究结果可对我国少数民族地区的双语和三语教育发展和研究提供有价值的启示。Based on such four theories as Threshold Hypothesis, the present essay, in the framework of Third Language Acquisition, conducts a comprehensive empirical research on metalinguistic awareness at phonological, lexical, syntactic and pragmatic levels among Tibetan monolingual and bilingual students who have learned English. The result shows that there exists a general trend that monolingual, dominant bilingual and balanced bilingual Tibetan students have improved their metalinguistic awareness with the increase and development of subjects’ number of languages learned, language levels and ages. However, the independent variables play quite different roles and their phonological, lexical, syntactic and pragmatic awareness present different status and developmental features. The findings of the research may provide certain useful implications for trilingual education and research in ethnic minority areas of China.

关 键 词：藏族学生 三语习得 元语言意识 

分 类 号：H319[语言文字—英语]