二语词汇语义习得中的形义映现

Form-meaning Mapping in L2 Lexical Acquisition

以中国学习者英语语料库(CLEC)中的高中、英语专业低年级及英语专业高年级学生的词汇语义失误为研究样本,并通过对各类失误在二语学习不同阶段所呈现的具体特征的分析,探讨二语词汇习得中的形义映现途径。分析表明:1)词汇语义失误的总数和各类语义迁移失误的数量都随着学习者语言水平的提高而减少;2)语义语际迁移失误的标准频数在高中组与英语专业低年级组之间的变化在0.001置信水平存在显著差异,而在英语专业低年级与英语专业高年级两组之间未发现显著差异;3)语义混合迁移失误在三个学习者层面其数量的变化均没有显著差异。显示中国学生在课堂环境下二语词汇的形义映现在初始阶段主要是通过二语词形与其一语对等词语义信息的联结实现的;随着学习者语言水平的提高,二语词汇的形义映现逐渐向二语词汇形义直接映现过渡;但进入一语中介阶段后,这一过渡大多会出现停滞现象。

Based on our classification of the randomly selected lexical semantic errors committed by senior high school students, junior and senior English majors in terms of semantic transfer in CLEC, the current paper attempts to explore form-meaning mapping in L2 lexical acquisition through a careful analysis of the specific features suggested by each error type at different language proficiency levels. Statistical examination and analysis of the sample semantic errors show that 1）the total number of lexical semantic errors decreases as learners＇ language proficiency level increases and so does each type of semantic transfer errors; 2）the standard frequency of interlingual transfer errors differs significantly at 0. 001 level between senior high students and junior English majors. However no significant difference has been found between junior and senior English majors; 3）There is no significant difference among all three proficiency levels in relation to the changes in the standard frequency of mixed transfer errors. Accordingly, we maintain for Chinese students learning English in classroom situations that L2 form-meaning mapping is largely realized through the connection between L2 forms and the semantic content of their L1 counterparts at the initial stage. And a transition from L2 form-meaning mapping via association of L1 words to direct L2 form-meaning mapping occurs gradually with learners＇ improved mastery command of the target language. Yet this transition process will most probably come to an untimely end at the L1 lemma mediation stage of L2 lexical development.