缺失型和独有型二语语义韵的隐性、显性学习研究  

A corpus-driven experimental study of implicit and explicit L2 learning of L1-minus and-plus semantic prosodies

作　　者：陆军[1] LU Jun(College of International Studies,Yangzhou University,Yangzhou 225127,China)

机构地区：[1]扬州大学外国语学院,江苏省扬州市225127

出　　处：《外语教学与研究》2021年第6期874-886,960,共14页Foreign Language Teaching and Research

基　　金：国家社科基金项目“语料库驱动的二语隐性、显性知识调查与实验研究”(15BYY067);扬州大学精品成果培育项目“大数据驱动的二语词语知识隐性、显性学习研究”的阶段性成果。

摘　　要：语义韵具有潜藏性,是二语学习和研究的难点。本研究首先基于语料库开展调查,界定二语语义韵学习的两个主要困难即缺失型和独有型语义韵,并提出隐性、显性学习假设;然后设计语义韵学习实验和能够过滤母语影响的语义韵知识测量方法,探讨二语语义韵知识的学习规律并验证假设。结果显示,上述两类语义韵主要通过注意水平较高的学习任务显性习得,而隐性学习都不显著。分析表明,缺失型语义韵因缺失部分不能被直接感知,需学习者具有较高的二语水平并投入较多注意力去领会;独有型语义韵因独有部分与母语对应表达冲突而容易引起注意。这两种情形都主要促进显性学习。Semantic prosody(SP),largely hidden from explicit description,is difficult for L2 learning and research.This study began with a corpus-based investigation into L2 SP and defined two types of difficulties,namely L1-minus SP and L1-plus SP.Based on the findings,we put forth some hypotheses on implicit and explicit learning of L2 SP.Then to test the hypotheses we conducted a corpus-driven learning experiment,which included an L1 influence-filtering measurement of implicit and explicit SP knowledge.Results indicate that there was significant explicit learning in both types of SPs but no significant implicit learning occurred.Further analysis suggests that L1-minus SP is not directly accessible to learners’linguistic intuition,so both extra attention and adequate L2 proficiency are required to notice it.In contrast,due to the potential conflict within the L1 translations,L1-plus SP can be noticed when adequate attention is available.These processes primarily contribute to explicit learning.

关 键 词：缺失型和独有型语义韵 隐性学习 显性学习 母语影响过滤 

分 类 号：H319.3[语言文字—英语]