本文選題：元語言意識 + 三語學(xué)習(xí)者�。� 參考：《山東農(nóng)業(yè)大學(xué)》2013年碩士論文

【摘要】：三語習(xí)得是一個相對較新的應(yīng)用語言學(xué)研究領(lǐng)域，是以心理語言學(xué)和社會語言學(xué)為基礎(chǔ)發(fā)展而來的。以往的研究結(jié)果表明在特定條件下，額外學(xué)習(xí)一種語言不僅對語言能力的發(fā)展，而且對認知和社交能力的發(fā)展都有益處。并且兩種語言能力的發(fā)展可以提高元語言意識水平和其它認知能力水平。根據(jù)Bialystok和Ryan的觀點，元語言意識包括兩個認知過程：分析和控制。雙語者具有普遍的控制優(yōu)勢；而在分析能力方面，只有那些兩種語言水平都高的雙語者才會在更側(cè)重分析性語言知識的任務(wù)中表現(xiàn)出優(yōu)勢。 然而，目前關(guān)于大學(xué)生三語學(xué)習(xí)者元語言意識的研究較少，大多數(shù)研究都是在歐洲語境中進行的，在中國語境下針對大學(xué)生三語學(xué)習(xí)者的元語言意識的研究幾乎沒有。因此，本研究以以往研究成果為基礎(chǔ)，采用Bialystok的控制和分析理論對中國大學(xué)生三語學(xué)習(xí)者的元語言意識基本狀況進行研究，，并探討這些三語學(xué)習(xí)者先前掌握的兩種語言的水平對其日后元語言意識的影響。具體研究問題如下： （1）在大學(xué)學(xué)習(xí)一年半之后，大學(xué)生二語學(xué)習(xí)者和三語學(xué)習(xí)者的元語言意識水平如何？ （2）二語學(xué)習(xí)者和三語學(xué)習(xí)者的元語言意識水平在多大程度上存在差異？ （3）三語學(xué)習(xí)者先前掌握的兩種語言的語言水平與其元語言意識水平是否相關(guān)？ 本研究根據(jù)2011年山東省高等學(xué)校入學(xué)考試的英語和語文成績，從山東省的三所高校的大二學(xué)生中選出研究對象，其中三語學(xué)習(xí)者180人，二語學(xué)習(xí)者60人。三語學(xué)習(xí)者由60名英語專業(yè)學(xué)生，60名日語專業(yè)學(xué)生和60名朝鮮語專業(yè)學(xué)生組成。 研究設(shè)計以定量研究為主、定性研究為輔。在定量研究方面，使用元語言能力測試量表-3來衡量三語學(xué)習(xí)者和二語學(xué)習(xí)者的元語言意識水平。在定性研究方面，通過半結(jié)構(gòu)式訪談來了解研究對象對語言學(xué)習(xí)的意識和觀點。這部分結(jié)果作為定量研究的補充。 定量研究的數(shù)據(jù)均使用SPSS16.0軟件進行分析和處理。描述性統(tǒng)計反映了研究對象的元語言意識現(xiàn)狀；通過獨立樣本t檢驗探明了二語學(xué)習(xí)者和三語學(xué)習(xí)者元語言意識上的差異；采用皮爾遜相關(guān)分析考察了三語學(xué)習(xí)者先前掌握的兩種語言的水平與其元語言意識水平之間的關(guān)系；最后再次使用獨立樣本t檢驗探明高水平三語學(xué)習(xí)者和低水平三語學(xué)習(xí)者在元語言意識上的差異。 研究結(jié)果表明：（1）中國高校大學(xué)生三語學(xué)習(xí)者元語言意識水平明顯高于二語學(xué)習(xí)者；（2）三語學(xué)習(xí)者的元語言意識和他們先前掌握的兩種語言的語言水平存在顯著正相關(guān)關(guān)系，但相關(guān)系數(shù)偏低；（3）高水平三語學(xué)習(xí)者和低水平三語學(xué)習(xí)者在元語言意識方面存在顯著差異，前者具有顯著的元語言意識優(yōu)勢。
[Abstract]:Third language acquisition (SLA) is a relatively new field of applied linguistics, which is based on psycholinguistics and sociolinguistics.Previous studies have shown that extra language learning is beneficial not only to the development of language competence but also to the development of cognitive and social abilities under certain conditions.And the development of two language abilities can improve the level of meta-language awareness and other cognitive abilities.According to Bialystok and Ryan, meta-linguistic consciousness consists of two cognitive processes: analysis and control.Bilinguals have a general control advantage, while in terms of analytical ability, only those bilinguals with high proficiency in both languages will have an advantage in the task of focusing more on analytical language knowledge.However, there are few researches on the meta-linguistic awareness of college students. Most of the studies are carried out in the European context, but there is little research on the meta-linguistic awareness of college students in the Chinese context.Therefore, based on the previous research results, this study uses Bialystok's control and analysis theory to study the basic status of Chinese college students' meta-linguistic awareness.This paper also discusses the influence of the proficiency of these two languages on their meta-linguistic awareness in the future.Specific research issues are as follows:(1) after one and a half years of college study, what is the level of metalinguistic awareness of second and third language learners among college students?(2) to what extent are there differences in the level of metalinguistic awareness between L2 and L3 learners?(3) is the level of language proficiency of the two languages previously mastered by trilingual learners relevant to their level of meta-linguistic awareness?According to the English and Chinese scores of Shandong Province College entrance examination in 2011, the research subjects were selected from the sophomore students of three universities in Shandong Province, including 180 trilingual learners and 60 second language learners.Trilingual learners consist of 60 English majors, 60 Japanese majors and 60 Korean majors.The research design is based on quantitative research, while qualitative research is secondary.In quantitative research, the meta-language proficiency scale-3 was used to measure the level of metalinguistic awareness of L3 and L2 learners.In terms of qualitative research, semi-structured interviews are used to understand the subjects' awareness and views on language learning.This part of the results as a supplement to the quantitative study.The quantitative data are analyzed and processed by SPSS16.0 software.Descriptive statistics reflect the status of meta-linguistic awareness of the subjects, and the differences in meta-linguistic awareness between L2 and trilingual learners are explored by independent sample t-test.Pearson correlation analysis is used to examine the relationship between the level of the two languages previously mastered by trilingual learners and their level of metalinguistic awareness.Finally, the independent sample t test was used to find out the differences of meta-linguistic awareness between high-level and low-level trilingual learners.The results show that the level of meta-linguistic awareness of Chinese college students is significantly higher than that of second language learners. There is a significant positive correlation between the meta-linguistic awareness of trilingual learners and the language proficiency of their previous two languages.However, the correlation coefficient is relatively low. (3) there are significant differences between the high level trilingual learners and the low level trilingual learners in meta-linguistic awareness, and the former has significant meta-linguistic awareness advantages.
【學(xué)位授予單位】：山東農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H09

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本文編號：1753720