摘要
本文根据CLEC(ChineseLearnerEnglishCorpus)对中国学习者英语失误分析提出一个认知模型。模型建筑于MacWhinney的竞争模型和Skehan的语言学习认知观,提出把失误分为三个层面:在单词层面上的词汇感知失误(如拼写)、在词际层面上词汇语法失误(如替代)和在句子层面上的句法失误(如句子片断和结构缺陷),并使用实证性因子分析来检验。还用对应分析法失误类型来展示和学习者类型之间的关系。文章指出语言迁移在中国学习者写作中发生重要影响。学习者有两个语言系统(一个比较完整、一个较不完整)可供驱使,用哪一个系统取决于写作任务和完成任务的确切程度。作为成熟的学习者,当他们需要表示复杂的思想时,他们会依赖于L1语言系统。失误取决于任务,不一定是学习者语言水平的标志。
This paper attempts to introduce a cognitive approach to the corpus-based analysis of Chinese learners' errors of English based on the findings of CLEC (Chinese Learner English Corpus). The model is based on the competition model of MacWhinney and the cognitive approach to language learning by Skehan. A confirmatory factor analysis was conducted to test the hypothesis that the errors could be grouped under three different levels: lexical perceptual errors (like spelling, number), identifiable at single-word level; lexico-grammatical errors (like substitution), identifiable at inter-word level; and syntactical errors (like sentence fragment and construction deficiency), identifiable at sentential level. Correspondence analysis was run to show how error types and learner types were related to one another. The paper draws attention to the importance of language transfer in the writing of Chinese learners. The learners have two language systems (one more complete, one rather incomplete) at their disposal; which system to use depends very much on the writing task and the learner's certainty of fulfilling the task. As mature learners, they tend to fall back on the L1 linguistic system when they are required to express complex thinking. Errors are task-dependent, and they may not be an indication of their language proficiency.
出处
《现代外语》
CSSCI
北大核心
2004年第2期129-139,共11页
Modern Foreign Languages
