二语水平对中国学生英语同义词语义知识习得的影响  

The Effect of L2 Proficiency on the Semantic Knowledge Acquisition of English Synonyms Among Chinese Students

作　　者：孙寒忠 王震 SUN Hanzhong;WANG Zhen

机构地区：[1]衢州学院外国语学院,浙江衢州 [2]北京外国语大学外国语言研究所,北京

出　　处：《语言教育》2020年第3期20-25,共6页Language Education

基　　金：2018年浙江省教育厅一般科研项目“中国学生英语同义词语义知识的习得研究”(项目编号:Y201839977)的阶段性研究成果。

摘　　要：本文采用定量研究方法,运用语境化词汇语义辨析测试任务,以包含同译词对和异译词对的语境句为实验材料,探讨了两组不同英语水平的中国英语学习者同义词语义知识的习得状况。结果发现:(1)学习者同译词对语境句的得分显著低于其异译词对,表明其英语同义词语义识习得的不充分性,具体表现为母语的同译效应;(2)不同语言水平学习者英语同义词语义知识的得分情况不存在显著差异,表明二语水平不会对同义词语义知识习得产生影响。最后,针对研究结果提出有益建议,以期为英语同义词教学提供可资借鉴的启示。This study attempts to employ a contextualized lexicalsemantic differentiation task to investigate the semantic knowledge of English synonyms among Chinese EFL learners.Two groups of students differing in L2 proficiency participated in the experiment in which nine same-translation pairs and nine different-translation pairs were used as materials.The results showed that:(1) the learners performed much worse on same-translation pairs relative to differenttranslation pairs,indicating the inadequate acquisition of the synonyms’ semantic knowledge and the presence of same-translation effect;and (2) there were no significant differences in the two groups’ performances of the synonyms’ semantic acquisition,suggesting that language proficiency does not impose any effects on the semantic knowledge acquisition.Finally,some helpful suggestions are proposed and it is hoped that these suggestions can offer insights into the teaching of English synonyms.

关 键 词：中国英语学习者 同义词 语义知识 二语水平 

分 类 号：H319[语言文字—英语]