DP理论视域下汉语母语日语学习者有标礼貌策略使用探究——基于对“请求核心行为语”的考察

宇佐美まゆみ的话语礼貌理论(DP理论)为礼貌现象研究提供了一个新颖的理论视角。本文基于DP理论,着眼于会话语料中请求核心行为语,对比日语母语者和汉语母语日语学习者的有标礼貌策略使用差异并对其原因进行了探析,发现:在请求核心行为语中,汉语母语日语学习者对双方社会距离、心理距离以及自身请求行为给予对方的心理负担程度的判断总体上大于日语母语者,从而导致汉语母语日语学习者对于其自身请求行为FTA大小估算值Se总体上大于听话人的期待值He,面子威胁大小估算差0<De≤1,在请求核心行为语中容易表现出悲观、谨慎的倾向,甚至出现“过度礼貌”的现象。

汉语二语学习者与母语学习者产出性词汇量对比研究

本文基于两个自建语料库,从对比的角度考察了汉语二语学习者与汉语母语学习者在产出性词汇量上的差异。研究表明:汉语二语学习者的最大产出性词汇量为9965个,而汉语母语学习者为13428个。中级水平汉语二语学习者的产出性词汇量接近(略低于)三、四年级母语者的词汇量,高级水平汉语二语学习者的产出性词汇量接近(略高于)五、六年级母语者的词汇量。在词汇的使用频次上,两类学习者的分布相似。这两类语料中产出性词汇的词种数与覆盖率之间均呈现“词汇效应递减”的规律,但二语学习者使用的词汇更为集中。

母语为英语的汉语学习者书面语逻辑连接词习得研究

本研究基于语料库研究方法考察母语为英语的汉语学习者书面语语篇逻辑连接词的习得情况。研究结果表明,汉语学习者与本族语者相比,总体上显著过少使用逻辑连接词,主要为过少使用其中因果关系连接词;在具体连接类型上,在对等连接、对比连接上使用相当,但显著过多使用罗列连接和连贯连接,显著过少使用附加连接和选择连接;在研究的75个逻辑连接词中,显著过多使用8个连接词,显著过少使用7个连接词,完全没有使用其中18个连接词,只在42个连接词上使用频率与本族语者相当。

语境知识对非母语汉语学习者礼貌性请求话语选择的影响:实验语用学研究

文化间际语用学认为,语境表征两个方面的世界知识,分别称作先前语境知识和即时语境知识,这两方面知识都对不同文化间交际中的二语学习者产生影响。本研究依据文化间际语用学理论,通过设计若干组实验得到的数据,对非母语汉语学习者在使用汉语进行交际时,先前语境知识与即时语境知识对礼貌性请求话语选择的影响进行探究。实验结果表明,先前语境知识和即时语境知识共同影响非母语汉语学习者对礼貌性请求话语的选择,但影响不尽相同:先前语境知识对低水平汉语学习者的选择产生凸显影响;相反,即时语境知识对高水平汉语学习者的选择产生凸显影响。本研究对于拓宽礼貌研究的路径及其为对外汉语教学与研究提供一定的借鉴和启示。

英语、汉语塞音浊音起始时间(VOT)对比以及汉族学生习得英语塞音研究

汉语和英语中塞音呈现不同的区别特征,汉语的塞音以送气(aspiration)与否作为区别特征,没有清浊之分,因此汉语的塞音VOT都为正值;英语中则以清浊(voicing)作为区别特征,因此,英语浊塞音的VOT为负值。两种语言塞音VOT分布的差异,使得以汉语为母语的英语学习者在生成英语浊塞音时表现出中介语的特点。

On L2 English Learners’Formulaic Language Use and Spoken English Fluency

This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.

汉语国际教育中汉字教学的语境充实——基于《华英字典》设计特征研究的思考

通过对马礼逊《华英字典》历史文本及副文本细读发现,马礼逊十分重视汉字在汉语学习中的作用并通过多样化的汉字语境充实策略,帮助学习者掌握汉字的用法,较好地处理了汉字和汉语学习之间的关系,这对当今汉语国际教育中的汉字教学有积极的借鉴意义。同时,来自《华英字典》的探究也可反哺汉语言文字应用的理论研究。

COMPREHENSION OF L2 IDIOMS BY CHINESE EFL LEARNERS——EFFECTS OF IDIOM TYPE AND PROFICIENCY LEVEL

The study investigates: (1) how different idiom types, classified on the basis of a cross-linguistic comparison of Chinese and English idioms in terms of conceptual basis, affect English idiom comprehension as revealed from both the general performance and the on-line processing strategies adopted by Chinese EFL learners at different proficiency levels, and (2) to what extent can the observed learner behavior be accounted for within the theoretical framework of idiom comprehension. The study has provided empirical evidence for the configuration hypothesis of idiom comprehension.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）