概念迁移视域下重新审视对比分析和偏误分析  

Revisiting contrastive analysis and error analysis from the perspective of conceptual transfer

作　　者：裘晨晖 QIU Chenhui(College of Foreign Languages/School of Psychology,Zhejiang Normal University,Jinhua 321004,China)

机构地区：[1]浙江师范大学外国语学院/心理学院,浙江金华321004

出　　处：《浙江师范大学学报（社会科学版）》2023年第4期35-45,共11页Journal of Zhejiang Normal University(Social Sciences)

基　　金：浙江省哲学社会科学规划项目“英、汉二语学习者物体域概念迁移研究”(21NDQN215YB);浙江师范大学心理学院博士后科研启动项目(ZC304022906)。

摘　　要：概念迁移是二语习得研究中的热点话题。根据早期的二语习得研究,对比分析、语言迁移和偏误分析存在逻辑关联并形成连续统。概念迁移则在概念层面与对比分析和偏误分析形成连续统,表现为概念对比分析揭示概念迁移发生的原因,概念偏误分析体现概念迁移发生的结果。概念迁移从概念层面为对比分析和偏误分析提供新思路,而概念对比分析和概念偏误分析也能为判断概念迁移发生与否提供新方法。结合概念迁移,外语教学需注重培养学生的概念思维,开展概念式教学,促进学生构建完善的二语概念系统。Conceptual transfer has been a heated topic in second language acquisition studies recently.According to the earlier research in SLA,contrastive analysis,language transfer and error analysis are logically interconnected and form a continuum.With a focus on the conceptual level,conceptual transfer also forms a continuum with contrastive analysis and error analysis,in which conceptual contrastive analysis reveals the reasons of conceptual transfer,and conceptual error analysis shows the result from conceptual transfer.Thus,conceptual transfer provides new insights into contrastive analysis and error analysis at the conceptual level,and conceptual contrastive analysis and conceptual error analysis can also provide new ways to judge whether conceptual transfer occurs.Based on conceptual transfer,it is essential to promote students’conceptual thinking and carry out the concept-based instruction in foreign language teaching,in order to enable students to develop a refined L2 conceptual system.

关 键 词：语言迁移 概念迁移 对比分析 偏误分析 

分 类 号：H030[语言文字—语言学]