中国英语学习者二语进行体的多模态表征  

Chinese English Learners’ Multimodal Representation of Progressive Aspect in the Second Language

作　　者：王容花 WANG Ronghua(Hunan University)

机构地区：[1]湖南大学

出　　处：《现代外语》2019年第3期351-362,共12页Modern Foreign Languages

基　　金：国家社科基金项目“非言语情绪交互与外语课堂教学有效性研究”(15BYY082);湖南省社科基金项目“外语口语焦虑对多模态交际能力的影响研究”(18YBQ024);教育部人文社科一般项目“跨文化语境下英语学习者具身互动能力提升研究”(19YJC740079)的阶段性成果

摘　　要：基于多模态语料库数据,本文考察了中国英语学习者二语进行体的言语-手势多模态表征,以探求其二语“即时言语-手势思维”的变化。结果发现:中国英语学习者使用二语进行体主要表“事件在进行”和“临时状态”,仍遵循一语“即时言语思维”模式;二语进行体的象似手势频率与语义表征均融合了汉、英本族语者进行体手势的显著特征,故中国英语学习者更倾向采用一语-二语混合性“即时手势思维”识解事件。整个研究表明,中国英语学习者的二语“即时言语-手势思维”发展并非同步,而是即时手势思维发展优于即时言语思维发展。In order to explore the Chinese English learners changes in"thinking for speaking and gesturing"patterns, this paper investigated their verbal and gestural representations of progressive aspect in L2 based on multimodal corpora. The results showed that, first, while using the English progressive aspect, Chinese English learners focused on the meanings of"continuous ongoingness"and"temporary state", demonstrating a strong tendency for maintaining the L1 thinking for speaking pattern; second, both the frequencies and the semantic representations of the iconic gestures accompanying the progressive aspect in L2 have integrated the most salient features of both native Chinese and native English speakers. Thus, the Chinese English learners tended to adopt a mixed L1-L2 thinking for gesturing patterns to construe events. Taken together, the research suggests that the Chinese English learners’ "thinking for speaking and gesturing"in L2 does not develop synchronously. Instead, there exhibits superiority of gestural development over speech development.

关 键 词：中国英语学习者 即时言语-手势思维 进行体 多模态 跨语言相似性 

分 类 号：H319[语言文字—英语]