法语学习者作文词汇复杂度发展研究  

The Development of Lexical Complexity in French Learners’Essays

作　　者：陆安勤 鲍贵 

机构地区：[1]南京工业大学外国语言文学学院

出　　处：《法语国家与地区研究（中法文）》2024年第4期42-53,共12页Etudes Francophones

基　　金：江苏省研究生科研与实践创新计划项目“法语学习者二语写作词汇复杂度多维度研究”(KYCX24_1659);江苏省社科基金项目“任务复杂度与学习者二语作文语言复杂度之间的因果效应机制研究”(23YYB008);教育部人文社会科学研究基金项目“基于文本挖掘技术的英语学习者任务型口语产出机制研究”(24YJA740002)的阶段性成果。

摘　　要：二语英语词汇复杂度的发展是二语习得研究的重点,但关于二语法语的纵向研究相对较少。本研究利用68名法语专业大三学生学期初和学期末的作文,探讨二语法语水平(低、中、高)和学习阶段(期初和期末)对整体词汇复杂度及其各个子指标(词汇密度、词汇多样性及词汇复杂性)的影响。重复测量稳健统计分析表明,二语法语水平和学习阶段对整体词汇复杂度均有显著主效应,但两者之间不存在交互效应。二语法语水平和学习阶段对词汇密度没有显著影响。高水平学习者在词汇多样性和词汇复杂性方面表现优于低水平学习者。学习者的词汇多样性在一个学期的学习后未能显著提升,词汇复杂性显著提高。研究结果表明,教师需要更加重视写作等语言输出活动,以提高学习者产出多样且复杂词汇的能力。The development of L2 English lexical complexity has been an important issue in second-language acquisition research,yet longitudinal studies of L2 French are relatively scarce.This study investigates the effects of L2 French proficiency(low,medium,and high)and learning stage(beginning and end of a semester)on overall lexical complexity and its components(lexical density,lexical diversity,and lexical sophistication),using essays written by 68 third-year French major students.A robust repeated measures multivariate analysis showed that both L2 French proficiency and learning stage had significant effects on lexical complexity but that there was no significant interaction effect between them.Neither L2 French proficiency nor learning stage showed a significant effect on lexical density.Concerning lexical diversity and lexical sophistication,high-level learners performed better than low-level learners.While learners’lexical diversity did not improve significantly after one semester of learning,their lexical sophistication showed a significant increase.These findings suggest that teachers should prioritize language output activities,such as writing,to enhance learners’ability to produce diverse and sophisticated words.

关 键 词：二语法语水平 词汇发展 词汇复杂度 

分 类 号：H319[语言文字—英语]