三语习得与二语习得之差异探析  

A Study on Disparities between Third Language Acquisition and Second Language Acquisition

作　　者：李增垠[1] 

机构地区：[1]青海师范大学外语系,青海西宁810008

出　　处：《青海师范大学学报（哲学社会科学版）》2016年第2期122-129,共8页Journal of Qinghai Normal University(Philosophy and Social Sciences Edition)

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)

摘　　要：三语习得研究是一个新的研究领域,已日益引起国内外学者们的关注。由于三语习得研究源于二语习得研究,它曾一度被众多学者视为二语习得研究的一个"副产品"。近年来也有学者强调三语习得在诸多方面有别于二语习得,主张将其视为独立研究领域。本文从习得路径的多样性、语言能力发展的非线性、语言系统的逆损性、习得者认知的优势性、多语间的相互依存性、语际迁移的多重性以及影响因素的复杂性等七个方面系统分析了三语习得过程中的诸项特征,强调三语习得过程所突显的复杂性和多样性等方面的特有差异,以期对三语习得更为科学地定位,使其在国内的研究更为规范,进而向纵深发展。Third Language Acquisition（TLA）is a new research field,which has been increasingly attracting attention from scholars at home and abroad.As TLA research derived from Second Language Acquisition（SLA）research,it was once regarded by many scholars as a ＂by-product＂of SLA.In recent years,some scholars have also stressed that TLA is different from SLA in many aspects and advocated that it should be viewed as independent research field.This article illustrates the disparities between TLA and SLA in terms of such seven aspects as diverse acquisition paths,non-linear language ability,attrition of language system,learners＇ cognitive advantages,multilingual interdependence,multiple interlingual transfers and the complicated influence factors,emphasizing and highlighting the complexity and diversity in the process of TLA in order to make it more scientifically-positioned and standardized,and to make the academic research of TLA develop in depth in China.

关 键 词：二语习得 三语习得 差异 独立研究领域 

分 类 号：H08[语言文字—语言学]