中国英语学习者派生知识的实证研究

An empirical study of Chinese EFL learners' derivational knowledge

本研究考察中国研究生英语学习者的派生知识。学习者完成基词辨认和词义推断两项派生知识测量任务,每项任务均包括形音规则词和形音变化词。根据阅读理解成绩,将学习者分为高、低两组。研究采用2×2×2的混合实验设计。三向方差分析结果显示:基词辨认成绩高于词义推断;规则词优于不规则词;阅读水平较高组好于水平较低组。研究同时发现三向交互作用:对于规则词,阅读水平较高组优势在基词辨认上表现得更为突出;对于不规则词,简单二向交互效应则不显著。

This study examines Chinese EFL learners' derivational knowledge,focusing on non-English major graduate students.Derivational knowledge is measured with a Base Identification task and a Meaning Inference task,which cover both regular and shift words.Based on reading comprehension ability,learners are divided into two proficiency groups.Three-way ANOVA produces significant main effects of task type,regularity and reading ability.Specifically,learners' Meaning Inference ability is lower than their Base Identification ability;regular words produce a higher rate of correct answers;and proficient readers outperform less proficient readers.The three-way interaction effect is also significant.With regular words,the advantage of proficient readers over less proficient readers is significantly larger for the Meaning Inference task than for the Base Identification task.Such a simple interaction effect is not found significant for shift words.