动态系统理论视角下三语学习者句法复杂度发展变异特征个案研究

On the syntactic complexity development and variability of trilingual learners from the perspective of dynamic systems theory

本文基于动态系统理论,探究母语分别为维吾尔语、哈萨克语、蒙古语,二语均为汉语的三语学习者在英语写作中句法复杂度指标(MLT、C/T、CN/T)的发展轨迹和变异特征,呈现其句法复杂度的发展过程。研究发现:1)三语学习者的句法复杂度发展呈非线性,且系统内部各子系统非平等发展、非同步变异;2)即便外部环境相同,母语不同的三语学习者句法复杂度也会表现出不同的发展变异特征,即维、哈母语的学习者MLT和C/T发展轨迹相似,而哈、蒙母语的学习者CN/T发展轨迹相似;维、哈母语的学习者系统内部交互发展模式更接近。本研究对三语写作课程具有教学实践意义,教师可根据学习者句法复杂度的发展变异特征,及时提供个性化的教学干预。

Based on Dynamic Systems Theory,this paper investigates syntactic complexity of three trilingual learners whose L1is Uyghur,Kazakh,and Mongolian respectively,L2 is Chinese,and visualizes its dynamic development process by presenting its development trajectories and variability characteristics in English writing.It is found that:1) the development of trilingual learners’ syntactic complexity is non-linear,and the subsystems within the system develops non-equally and varies non-synchronously;and 2) even if the external environment is the same,trilingual learners with different L1 show different development and variability characteristics in syntactic complexity:the MLT and C/T development trajectories are similar for learners whose L1 is Uyghur and Kazakh,while the CN/T development trajectories of learners whose L1 is Kazakh,and Mongolian;the developmental patterns within the system are closer for learners whose L1 is Uyghur and Kazakh.This study has practical implications for trilingual writing courses in which teachers can provide timely and individualized instructions based on the development trajectory and variability characteristics of learners’ syntactic complexity.