中国英语学习者汉英数字算术思维时间对比研究

A Contrastive Study onTime Difference of Thinking Between Chinese English learners’ Chinese and English Arithmetic

不同语言数字的运算使用不同的认知和思维方式。以中国初、中、高级三个水平的英语学习者为受试,运用重复性实验设计、内省和测量工具分析等方法,记录受试汉英数字算术思维的时间和过程,并进行定量和定性分析。研究发现:其一,初、中、高级三个水平的英语学习者汉英数字算术思维时间相比都存在显著性差异,汉语数字算术用时明显少于英语;其二,不同水平英语学习者之间英语数字算术思维时间存在显著性差异,高水平学习者用时少于初级学习者;其三,各水平的英语学习者在英语数字算术运算中存在英汉翻译过程,伴随“疑错回算”现象,并有一定的心理压力。对我国的外语教学有如下启示:英语学习者使用英语时的概念思维以汉语为主,且产生中介语思维;英语学习存在最佳学习期;双语教育在某种程度上无益于学习者的认知发展。

Numbers in different languages are learned and used with different cognitive and thinking modes.This research chooses Chinese English learners as subjects who are divided into three groups:beginners,intermediates and advanced learners.Quantitative and qualitative methods such as repetitive experimental design,introspection and analysis of experiment tools are used to get arithmetic time difference and thinking process.The results show that:(1)there are significant differences between Chinese and English arithmetical time in three groups.Chinese arithmetic time is less than that of English;(2)there is a significant time difference in English arithmetic of learners at different levels.Advanced learners use less time than beginners;(3)There is a process of English-Chinese translation in English arithmetic and certain psychological pressure for all learners.Implications for English Teaching in China are:English learners rely on Chinese to do conceptual thinking;There exist"interlanguage thinking"and"The Best Foreign Language Learning Period"of English learners;Bilingual education,to some extent,is not conducive to the learner's cognitive development.