从二语词汇习得的心理表征与发展看词汇僵化现象的成因

Lexical Fossilization from the Perspective of Lexical Representation and Development in a Second Language

中国英语学习者(并列双语者)二语词汇知识的内部结构由词目和词位组成。二语词汇的心理表征和发展分为三个阶段:形式阶段、母语词目中介阶段和整合阶段。并列双语者在达到第二阶段后出现词汇僵化现象,其主要原因在于母语词目信息占据了二语词目空间,二语词目知识被挡在二语词条知识之外,无法实现全面合理有效的整合。因此,二语词条的发展不能自然地过渡到整合阶段,致使二语词汇知识无法变成词汇能力。解除词汇僵化的有效途径是,在中高级二语学习阶段尽量避免母语中介作用和翻译法,采用语境法习得语义。这样,二语形式与二语语义或概念之间可建立直接紧密的联系,认知型词汇可发展成活用型词汇。

The internal structure of the lexical entry for Chinese bilinguals consists of lemma and lexeme. Lexical representation and development in a second language can be divided into three stages: formal stage, L1 lemma mediation stage, and L2 integration stage. Lexical fossilization occurs when co-ordinate bilinguals reach the second stage. The main reason for the fossilization is that the space for L2 lemma is occupied by L1 lemma and L2 lemma is blocked outside L2 lexical entry, so that L2 lemma cannot be integrated into the lexical entry completely, reasonably and efficiently. Hence L2 lexical entry cannot develop naturally to the integration stage and L2 lexical knowledge cannot turn into lexical competence. The best way for intermediate and advanced bilinguals to defossilize lexical fossilization is to adopt the contextualized approach to acquire semantics instead of L1 mediation and translation. Only through contextualization can a direct and close relationship be established between L2 form and L2 semantics or the concept system.