汉英顺序双语者的英语能力和创造力相关研究——基于临界点理论

A Correlation Study of Chinese-English Sequential-bilinguals' English Language Proficiency and Creativity: Based on the Thresholds Hypothesis

基于临界点理论的相关假设,运用威廉斯创造性倾向量表对中国汉英顺序双语者的创造力进行测量,然后将结果与高考英语成绩进行相关分析。研究发现:(1)受试者的英语能力与他们的创造力具备显著的弱相关性。冒险性、好奇性和挑战性都和英语表现密切相关,但想象力则不相关。(2)英语学习对创造力的促进作用并不一致,在创造力整体水平、好奇性和冒险性两个分项上,英语水平相对较好的学习者要远高于英语水平较低者。结果表明,顺序双语者汉英水平的不均衡制约了他们创造力的发展,但他们如能将英语水平培养至某一程度,其创造力也能同双语优势学习者一样发展至较高层次。

Existing experimental studies reveal controversies over whether there is a correlation between bilingual learning and cognitive development. This paper attempts to clarify this issue from the Thresholds Hypothesis. Utilizing Williams Creative Tendency Scale to assess Chinese-English sequential-bilinguals＇ cre-ativity, a comparative study was conducted of their College Entrance Examination and Creativity scores. Re-sults show： 1. A significant low correlation was found between their English language proficiency and crea-tivity. Except the imagination, it has a significant correlation with adventure, curiosity and challenging ef-forts ; 2. The promoter action of English learning on creativity is not balanced. Good English learners have a better performance in terms of creativity, anxiety and adventure. Results reveal that the imbalance between Chinese and English restricts the development of sequential-bilinguals＇ creativity, but this can enhance their creativity to an advanced level by improving their English language proficiency.