汉语母语迁移在儿童二语习得中的历时研究

A Longitudinal Study of Mother Tongue Transfer in Children's Second Language Acquisition

本研究以德语空间介词auf、in、unter、an和über为例,采用图片及游戏等诱发产出任务,对生活在目的语国家德国的四名母语为汉语的学龄前儿童进行为期两年的二语习得追踪调查,考察母语空间范畴对二语习得的影响。结果发现:1)二语儿童无论在习得速度还是习得顺序上都与母语儿童差异明显;2)空间方位范畴的习得受到汉语母语的抑制性负迁移作用较大,影响了儿童的二语习得速度;3)空间介词短语在句法层面受母语的正迁移影响作用较大,二语习得过程没有出现大量的介词后置和冠词省略的情况。本文认为汉语母语儿童的习得难点主要在于空间范畴认知,需要在学习中加强空间范畴区别认知,特别是汉语中没有划分的AN和ÜBER空间。

This study focuses on the influence of first language transfer on Chinese children acquiring Germany spatial prepositions taking“auf”,“in”,“unter”,“an”and“über”as examples through two-year tracing study of four Chinese preschool children living in German,whose first language is Chinese,based on triggering outputs with cards and games.The results present the following findings:1.there are significant differences between the children with Chinese as first language and the children with German as first language in both acquiring efficiency and order;2.Restraining effect of negative transfer of first language on the acquisition of space category is obvious and slows down the acquiring speed;3.The acquisition of spatial prepositional phrases at syntactic level sees positive transfer of first language,e.g.place of spatial prepositions.This research holds that the difficulty for the children with Chinese as first language lies in the cognition of space category and this requires more efforts put into teaching Chinese preschool children identification of space category,especially in the case of“an”and“uber”which are not clearly defined in Chinese.