语法概念迁移视域下的英语副词学习——以添加关系副词为例

English Adverbs Learning in the Perspective of Grammatical Conceptual Transfer ——Taking Adverbs of Adding as an Example

本文基于英语学习概念迁移框架,以新加坡双语者语料为参照系,通过检索语料库中添加关系副词的使用情况,分析中国初级英语学习者语法概念迁移情况,从而对中国英语初学者的副词学习与概念迁移规律进行探索性研究。研究发现:中国英语初学者在副词学习上语法概念迁移偏误频率较高,主要在[位置][肯定性][主系表结构]这3个语法概念范畴/概念表征上发生迁移偏误,且具有系统性、规律性;新加坡双语者的汉语语法概念迁移规律与中国英语初学者相似,其英语变体的形成对中国英语初学者具有警示作用。本研究的发现在很大程度上支持英语学习概念迁移框架;同时对初学者英语副词的教与学具有启示意义。

This study identifies the systematic features of the English adverbs( also /too /not... either /as well) in corpus by Chinese beginner learners of English compared with those of the Singaporeans from a conceptual transfer perspective. The identified systematic features are analyzed through the errors made by the beginners,and discussed in terms of the morphosyntactic level of conceptual transfer within the Conceptual Transfer Framework in English study. Through the detailed analyses,it is found that conceptual transfer errors made by Chinese beginner learners of English in their interlanguage were high in frequency,involving three grammatical conceptual categories or conceptual representations with systematic features,which are similar with the features of Singlish in terms of the adverbs. And the formation of the English variation is a warning to Chinese learners. These findings have largely testified the Conceptual Transfer Framework in English study. Based upon the findings,some implications for English learning and teaching are also offered.