英语专业学生二语搭配知识发展的实证研究

An Empirical Study on the Development of Collocation Knowledge among English Major Students

基于可接受性判断测试卷,从年级、对等性和词类等因素,综合考察二语(英语)搭配知识的发展状况。研究发现:母语知识持续影响二语搭配的习得。随着年级的递增,只有部分搭配知识(对等动-名搭配、不对等形-名搭配)出现了增长趋势,发展缓慢且不平衡。对等/不对等条件下,动-名搭配的发展好于形-名搭配。上述发展特征可能与平时教学/学习环境密切相关,学习者难以汲取丰富且高度语境化的语料。最后,本文讨论了研究结果对教学的启示。

Based on an acceptability judgement test of collocations, this paper examines such factors as grade, L1-L2 congruence and type of collocations in the developmental pattern of L2 collocation knowledge.The findings are as follows： L1 knowledge exerts a lasting impact on L2 collocation knowledge. With an increment in grade, only part of the L2 collocation knowledge shows a tendency of growth, in a slow and imbalanced way. In equal conditions, verb-noun collocations deliver better performances compared with adjective-noun collocations. It is argued that the above-mentioned developmental pattern is closely entwined with instructed L2 acquisition settings, that is to say, it is difficult for the learners to take in enriched and highly contextualized linguistic materials. In the end, some pedagogical implications are discussed in light of those findings.