汉语EFL学生反向迁移实证研究
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摘要
反向迁移研究是迁移研究的新发展，涉及到多个语言研究的领域，是第二语言习得、语言磨蚀、心理及认知语言学等学科共同关心的话题。概念层面上的反向迁移研究从研究语言入手，通过概念，再回到语言，其假设为：在语言使用中出现跨语言影响的例证，其原因是由于受到通过另一种语言而习得的概念范畴的影响。因此，研究概念层面上的迁移的学者的主要研究对象为一种语言中借助语言的概念范畴对另一种语言中的语言表达的影响，其理论基础是语言发展的非线性本质。研究反向迁移的意义重大，从语言学习的方面来说，首先，这种迁移类型的研究对人类了解语言能力和本族语者的语言发展有着重要的理论意义。其次，反向迁移研究在外语和第二语言教学领域的重要性也是不言而喻的，它可以优化语言教师对跨语言影响的理解，提高其在语言教学中对反向迁移现象的意识。另外，对概念层面上的反向迁移的研究还可以促进心理及认知语言学的发展，有助于对概念结构内化过程的理解。最后，反向迁移的研究成果还可以应用到本族语的语言规划与发展中，在保持本族语的纯洁性和跨文化交流方面发挥作用。
目前国内的反向迁移，特别是概念层面上反向迁移的研究还刚刚起步，理论介绍居多，实证研究较少，在少量的实证研究中，语料搜集的数量和对象语言的种类还不够多，调查对象还不够全面，因此得出的结论难免会缺乏普遍性和适用性，还有很多重要的理论和实践问题有待探索。鉴于以上情况，本研究以不同层次的汉语EFL学习者为研究对象，基于反向迁移研究的基本方法、Kecskes&Papp (2009)所提出的检验第二语言对第一语言效应的方法和汉语语言表现和书面表现的测量方法，对外语课堂学习环境下，英语对学习者母语操控的概念体系以及母语的使用所造成的影响作系统描述和分析。通过对母语为汉语的多个层次的受试者进行英文概要写作的测试来判断其概念体系的变化，并通过对其汉语作文中多项指标的采集，观察其本族语的书面表达在结构完整性、句子构建及处理、词汇质量以及认知的功能发挥等方面的表现，以此判断汉语EFL学习者在反向迁移的影响下，第一语言使用方面的变化情况。同时，笔者在Kecskes&Papp (2009)所提出的检验第二语言对第一语言效应的方法的基础上，根据汉语和英语在形合和意合、静态表达和动态表达方面的显著区别，增加了多项指标的采集，以便观察受试者在反向迁移影响下语言使用方面的趋势变化。研究问题如下：
1、对多个层次的汉语EFL学习者进行实验，观察其CUCB的发展水平。对英语不同强度和长度的学习是否产生了反向迁移，并因此使学习者以汉语为基础的概念体系发生了变化？如果发生了变化，变化的程度如何？
2、英语作为第二语言，具有自身的社会文化基础，如果能够影响汉语EFL学习者现存的、由第一语言控制的知识和概念基础，从而造成了反向迁移，这种迁移的结果在第一语言的使用中是否有所体现，如果有，又是如何体现的呢？
本研究共有预实验和正式实验两次实验研究。在预实验中，使用概要写作的方法，对多个层次的汉语EFL学习者进行实验，通过对其长度和与原文词语重复比例两个方面的分析，展现出三组受试者在所完成任务中的表现，以观察不同层次的汉语EFL学习者CUCB的发展水平，在对英语学习和使用的情况下，学习者的概念体系是否发生了变化。在正式实验中，作者从结构完整性（句子构建及处理）、词汇质量、认知的功能发挥、形合与意合、静态表达与动态表达等几个方面对受试者进行检测，观察受试者在以上几个方面的变化。最后得出了如下结论：在外语课堂教学环境中，学习者在外语学习的过程中建立概念连接是可能的，但是之前必须经历漫长的词汇连接过程，并且必须在外语的学习强度上达到一定的程度之后。在本研究中的三组受试者的表现显示，在没有建立CUCB之前或者在CUCB仍然不成熟之前，学习者通常会通过第一语言启动心理表征，而不是直接使用英语。由于英语通道较弱，学习者仍然会进行外语到一语的词汇过程而不是概念连接。但是在一定时期的大量的英语教学之后，学习者可以建立英语和概念体系的直接联系，从而达到用英语思考、输入英语与输出英语直接进行的状态。英语作为第二语言，能够影响汉语EFL学习者现存的、由第一语言汉语控制的知识和概念基础，这种影响在第一语言的使用中也有所体现。大量和成功的英语学习对汉语作为一语使用的技巧方面能够产生强烈的、有益的影响。在英语学习强度大量增加的情况下，英语学习对汉语具有促进和影响作用。大量的英语学习能够帮助作为一语的汉语的内化。英语学习使汉语EFL学习者的汉语使用的发展方向趋于欧化，表现为形合手段增加和静态表达增多。
本研究具有一定的理论意义和实践意义。首先第一次在国内对汉语EFL学习者进行了概念层面上的反向迁移的实证研究，通过对Kecskes&Papp (2009)所提出的检验第二语言对第一语言效应的方法进行修改，量化了衡量反向迁移的指标，对今后国内反向迁移研究提供了实证参考。第二，本论文的研究结果有助于外语和第二语言的课堂教学，强化语言教师在教学中对概念层面上反向迁移的认识，提高其对汉语EFL学习者的概念流利度的重视程度，在教学中改变教学模式，增加英汉语间不同的概念隐喻和语法隐喻的对比，在文化意识上超越肤浅的表层现象的介绍，而深入到语言背后所隐含的深层概念基础。此外，通过该研究，客观、公正的评价了倍受中国社会舆论诟病的大学生“英语水平高、汉语水平低”的问题，有助于中国英语教育的健康发展。
Reverse transfer is the further development of transfer study, which is involved inmany fields of linguistic study and is a hot topic of SLA, language attrition,psycholinguistics and cognitive linguistics. The study of reverse transfer in the conceptuallevel begins from the study of language, and then goes back to language through the studyof concept. Its assumption is that evidence of influence from one language to anotherlanguage appears in language using is because it is influenced by the conceptual categoriesacquired by the study of another language. Therefore, the major study object of conceptualtransfer is the influence of the conceptual categories learned through one language to theexpressions of another language. Its theoretical foundation is the non-linearity nature of thedevelopment of language. The study of reverse transfer is significant for the followingreasons. First, this kind of study has significant theoretical implications for theunderstanding of linguistic competence and language development of native speakers.Secondly, the importance of reverse transfer study in the field of foreign and secondlanguage teaching is obvious. It can better the understanding of language teachers to theinfluence between languages and improves their awareness of reverse transfer in languageteaching. What’s more, the study of reverse conceptual structure transfer can be helpful tothe development of psychological and cognitive linguistics and the understanding of theprocess of the internalization of conceptual structures. Last but not least, the study fruits ofreverse transfer can be applied to the native language planning and development, which canplay a role in the work of keeping native language pure and intercultural communication.
In China, the study of reverse transfer has just emerged and most of them are theoreticalintroduction. Empirical studies are few, among which the collection of materials andlanguage varieties are not enough and the investigation is not comprehensive. Moreimportant theoretical and practical issues remain to be explored. This study takes ChineseEFL learners as study subjects, based on the research measures suggested by Kecskes&Papp (2009) and systematically describes and analyzes the influence of foreign language onmother tongue under the classroom learning environment. Through the data collection ofChinese EFL learners of different command of English, this study observes the change indifferent aspects of native language expression such as structural well-formedness, sentencebuilding and manipulation, lexical quality and cognitive functioning in order to measure thereverse transfer of Chinese EFL learners. Meanwhile, the author adds some more data to collect based on the research methods of Kecskes&Papp so as to observe other reverseconceptual changes of Chinese EFL learners. Research questions are as follows:
1Observe the development of CUCB by examining different levels of Chinese EFLlearners. Does any change of Chinese EFL learners’ conceptual system emerge whenlearning and using the language of English?
2If English can influence the existing, first-language controlling conceptual system ofChinese EFL learners as a foreign language which has its own cultural background, can theinfluence manifest itself in the use of the first language? If so, how does it manifest itself?
This study includes pilot study and present study. In pilot study, the adaptation of theresearch methods suggested by Kecskes&Papp to the study of Chinese EFL learners isdiscussed. Concrete problems are settled and relative terms, number and selective rules oftestees are specified. In the present study, the limitations of pilot study are effectively solved.Conclusion is drawn as follows: It’s possible for Chinese EFL learners to establishconceptual connections in the foreign language learning process under the condition ofclassroom teaching, but before that learners must experience a long process of lexicalconnection and the foreign language learning intensity should reach a certain degree.Secondly, as a new language, English can influence the existing, first language controllingconceptual system. The influence manifests itself in the use of learners’ first language.Massive and successful English language learning can influence the skills of Chineselanguage use positively. English language learning also Europeanize the development of theChinese usage of Chinese EFL learners.
This study has both theoretical and practical significance. This is the first empirical studyof reverse transfer to Chinese EFL learners in china. By modification of the research methodsuggested by Kecskes&Papp, this study describes how the native language of Chinese EFLlearners is affected by intensive English learning and use through numbers, which providesempirical reference to the study of reverse transfer in China. In addition, this study isbeneficial to the healthy development of Chinese English education by objective evaluationof the popular saying in Chinese society: college students in China have better command ofEnglish than that of Chinese.
目前国内的反向迁移，特别是概念层面上反向迁移的研究还刚刚起步，理论介绍居多，实证研究较少，在少量的实证研究中，语料搜集的数量和对象语言的种类还不够多，调查对象还不够全面，因此得出的结论难免会缺乏普遍性和适用性，还有很多重要的理论和实践问题有待探索。鉴于以上情况，本研究以不同层次的汉语EFL学习者为研究对象，基于反向迁移研究的基本方法、Kecskes&Papp (2009)所提出的检验第二语言对第一语言效应的方法和汉语语言表现和书面表现的测量方法，对外语课堂学习环境下，英语对学习者母语操控的概念体系以及母语的使用所造成的影响作系统描述和分析。通过对母语为汉语的多个层次的受试者进行英文概要写作的测试来判断其概念体系的变化，并通过对其汉语作文中多项指标的采集，观察其本族语的书面表达在结构完整性、句子构建及处理、词汇质量以及认知的功能发挥等方面的表现，以此判断汉语EFL学习者在反向迁移的影响下，第一语言使用方面的变化情况。同时，笔者在Kecskes&Papp (2009)所提出的检验第二语言对第一语言效应的方法的基础上，根据汉语和英语在形合和意合、静态表达和动态表达方面的显著区别，增加了多项指标的采集，以便观察受试者在反向迁移影响下语言使用方面的趋势变化。研究问题如下：
1、对多个层次的汉语EFL学习者进行实验，观察其CUCB的发展水平。对英语不同强度和长度的学习是否产生了反向迁移，并因此使学习者以汉语为基础的概念体系发生了变化？如果发生了变化，变化的程度如何？
2、英语作为第二语言，具有自身的社会文化基础，如果能够影响汉语EFL学习者现存的、由第一语言控制的知识和概念基础，从而造成了反向迁移，这种迁移的结果在第一语言的使用中是否有所体现，如果有，又是如何体现的呢？
本研究共有预实验和正式实验两次实验研究。在预实验中，使用概要写作的方法，对多个层次的汉语EFL学习者进行实验，通过对其长度和与原文词语重复比例两个方面的分析，展现出三组受试者在所完成任务中的表现，以观察不同层次的汉语EFL学习者CUCB的发展水平，在对英语学习和使用的情况下，学习者的概念体系是否发生了变化。在正式实验中，作者从结构完整性（句子构建及处理）、词汇质量、认知的功能发挥、形合与意合、静态表达与动态表达等几个方面对受试者进行检测，观察受试者在以上几个方面的变化。最后得出了如下结论：在外语课堂教学环境中，学习者在外语学习的过程中建立概念连接是可能的，但是之前必须经历漫长的词汇连接过程，并且必须在外语的学习强度上达到一定的程度之后。在本研究中的三组受试者的表现显示，在没有建立CUCB之前或者在CUCB仍然不成熟之前，学习者通常会通过第一语言启动心理表征，而不是直接使用英语。由于英语通道较弱，学习者仍然会进行外语到一语的词汇过程而不是概念连接。但是在一定时期的大量的英语教学之后，学习者可以建立英语和概念体系的直接联系，从而达到用英语思考、输入英语与输出英语直接进行的状态。英语作为第二语言，能够影响汉语EFL学习者现存的、由第一语言汉语控制的知识和概念基础，这种影响在第一语言的使用中也有所体现。大量和成功的英语学习对汉语作为一语使用的技巧方面能够产生强烈的、有益的影响。在英语学习强度大量增加的情况下，英语学习对汉语具有促进和影响作用。大量的英语学习能够帮助作为一语的汉语的内化。英语学习使汉语EFL学习者的汉语使用的发展方向趋于欧化，表现为形合手段增加和静态表达增多。
本研究具有一定的理论意义和实践意义。首先第一次在国内对汉语EFL学习者进行了概念层面上的反向迁移的实证研究，通过对Kecskes&Papp (2009)所提出的检验第二语言对第一语言效应的方法进行修改，量化了衡量反向迁移的指标，对今后国内反向迁移研究提供了实证参考。第二，本论文的研究结果有助于外语和第二语言的课堂教学，强化语言教师在教学中对概念层面上反向迁移的认识，提高其对汉语EFL学习者的概念流利度的重视程度，在教学中改变教学模式，增加英汉语间不同的概念隐喻和语法隐喻的对比，在文化意识上超越肤浅的表层现象的介绍，而深入到语言背后所隐含的深层概念基础。此外，通过该研究，客观、公正的评价了倍受中国社会舆论诟病的大学生“英语水平高、汉语水平低”的问题，有助于中国英语教育的健康发展。
Reverse transfer is the further development of transfer study, which is involved inmany fields of linguistic study and is a hot topic of SLA, language attrition,psycholinguistics and cognitive linguistics. The study of reverse transfer in the conceptuallevel begins from the study of language, and then goes back to language through the studyof concept. Its assumption is that evidence of influence from one language to anotherlanguage appears in language using is because it is influenced by the conceptual categoriesacquired by the study of another language. Therefore, the major study object of conceptualtransfer is the influence of the conceptual categories learned through one language to theexpressions of another language. Its theoretical foundation is the non-linearity nature of thedevelopment of language. The study of reverse transfer is significant for the followingreasons. First, this kind of study has significant theoretical implications for theunderstanding of linguistic competence and language development of native speakers.Secondly, the importance of reverse transfer study in the field of foreign and secondlanguage teaching is obvious. It can better the understanding of language teachers to theinfluence between languages and improves their awareness of reverse transfer in languageteaching. What’s more, the study of reverse conceptual structure transfer can be helpful tothe development of psychological and cognitive linguistics and the understanding of theprocess of the internalization of conceptual structures. Last but not least, the study fruits ofreverse transfer can be applied to the native language planning and development, which canplay a role in the work of keeping native language pure and intercultural communication.
In China, the study of reverse transfer has just emerged and most of them are theoreticalintroduction. Empirical studies are few, among which the collection of materials andlanguage varieties are not enough and the investigation is not comprehensive. Moreimportant theoretical and practical issues remain to be explored. This study takes ChineseEFL learners as study subjects, based on the research measures suggested by Kecskes&Papp (2009) and systematically describes and analyzes the influence of foreign language onmother tongue under the classroom learning environment. Through the data collection ofChinese EFL learners of different command of English, this study observes the change indifferent aspects of native language expression such as structural well-formedness, sentencebuilding and manipulation, lexical quality and cognitive functioning in order to measure thereverse transfer of Chinese EFL learners. Meanwhile, the author adds some more data to collect based on the research methods of Kecskes&Papp so as to observe other reverseconceptual changes of Chinese EFL learners. Research questions are as follows:
1Observe the development of CUCB by examining different levels of Chinese EFLlearners. Does any change of Chinese EFL learners’ conceptual system emerge whenlearning and using the language of English?
2If English can influence the existing, first-language controlling conceptual system ofChinese EFL learners as a foreign language which has its own cultural background, can theinfluence manifest itself in the use of the first language? If so, how does it manifest itself?
This study includes pilot study and present study. In pilot study, the adaptation of theresearch methods suggested by Kecskes&Papp to the study of Chinese EFL learners isdiscussed. Concrete problems are settled and relative terms, number and selective rules oftestees are specified. In the present study, the limitations of pilot study are effectively solved.Conclusion is drawn as follows: It’s possible for Chinese EFL learners to establishconceptual connections in the foreign language learning process under the condition ofclassroom teaching, but before that learners must experience a long process of lexicalconnection and the foreign language learning intensity should reach a certain degree.Secondly, as a new language, English can influence the existing, first language controllingconceptual system. The influence manifests itself in the use of learners’ first language.Massive and successful English language learning can influence the skills of Chineselanguage use positively. English language learning also Europeanize the development of theChinese usage of Chinese EFL learners.
This study has both theoretical and practical significance. This is the first empirical studyof reverse transfer to Chinese EFL learners in china. By modification of the research methodsuggested by Kecskes&Papp, this study describes how the native language of Chinese EFLlearners is affected by intensive English learning and use through numbers, which providesempirical reference to the study of reverse transfer in China. In addition, this study isbeneficial to the healthy development of Chinese English education by objective evaluationof the popular saying in Chinese society: college students in China have better command ofEnglish than that of Chinese.
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