| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 一向以来,对说话迁徙景象--也称为语际作用--的研究重要都是触及第一说话和第二说话。本论文描写了二语在三语傍边的迁徙,即英语作为第二说话对作为第三说话的德语进修的作用。本研究所选的研究对象在开端进修第三说话的同时,也在持续第二说话的进修,本研究将考核他们在进修第三说话的进程中,因为二语闇练水平和二语接触时光的长短的分歧,而形成的二语在三语进修傍边分歧作用,详细表示在语音,辞汇,句法和篇章方面。我们依照二语闇练水平的高下和二语接触时光长短将受试先生分为三组,研究者汇集了被试的白话测试材料,和习作中的毛病,对其停止了分类并应用了STATA软件对数据停止了统计剖析,从而得出结论在三语进修中,进修者二语程度和二语接触时光分歧,二语对其三语进修的作用在语音,辞汇,句法和篇章方面亦不尽雷同。愿望本研究可以或许赞助外语教员对分歧先生的三语进修进程有一个更深的懂得,更有针对性的支配教授教养运动,从而进步教授教养效力和程度。 Abstract: Always speaks to migration scene -- also known as cross linguistic influence, the study is touched the first language and the second language. This paper describes the L2 migrations in three languages, English as second language for third to speak German learning effect. Research object this study selected at the beginning of learning third and talk at the same time, also continued in the second language learning, this study will assess them in learning the language, because the second language to practice the dark level and second language contact time of the length of the differences, and the formation of the second language in language learning sideways differences affect, a detailed representation in pronunciation, vocabulary, syntax and discourse. We according to the second language to practice the dark level to compete and second language contact time length will be subject to try Mr. were divided into three groups, the researchers brings together the subjects of vernacular materials testing, exercises and problems, to a classification and uses the Stata software to the data the statistical analysis, and comes to a conclusion in language learning, learning second language level and language contact time differences, second language of third language learning effects in speech. The vocabulary, syntax and discourse also endless and identical. The hope that this study may support the foreign language teachers to the differences in the three language learning process has a deeper understanding, more focused on the teaching of teaching, thus improving the effectiveness and degree of teaching. 目录: 内容提要 4-5 Synopsis 5 摘要 6-9 Abstract 9-15 Introduction 15-17 Chapter 1 Literature Review 17-22 1.1 Conceptualization 17-19 1.1.1 Language Learning vs. Language Acquisition 17-18 1.1.2 Bilingual Majors and Two-Foreign-Language Program 18 1.1.3 Error Analysis 18-19 1.2 Previous Studies of L2 Transfer in L3 Learning 19-22 1.2.1 Studies Abroad 19-20 1.2.2 Studies in China 20-22 Chapter 2 Theoretical Framework and Research Methodology 22-31 2.1 Theoretical Framework 22-28 2.1.1 The Definition of Language Transfer 22-23 2.1.2 Variables that Affect Transfer 23-28 2.2 Research Methodology 28-31 2.2.1 Research Questions 28-29 2.2.2 Participants 29 2.2.3 Research Tasks 29-31 Chapter 3 Representations of L2 Transfer in L3 Learning 31-44 3.1 Phonetic Transfer 31-36 3.1.1 Vowels 31-32 3.1.2 Consonants 32-36 3.1.3 Combinations 36 3.2 Lexical Transfer 36-39 3.2.1 Grammatical Transfer at Lexical Level 36-38 3.2.2 Non-grammatical Transfer at Lexical Level 38-39 3.3 Syntactic Transfer 39-42 3.3.1 Word Order in Assertive Sentences 39-41 3.3.2 Word Order in Negative Sentences 41-42 3.4 Discoursal Transfer 42-44 Chapter 4 A Quantitative Analysis of Data Collected 44-50 4.1 A Quantitative Analysis of the Data 44-48 4.1.1 The Total Number of Errors 44-45 4.1.2 Number of Phonetic Errors 45-46 4.1.3 Number of Lexical Errors 46-47 4.1.4 Number of Syntactic Errors 47-48 4.1.5 Number of Discoursal Transfer 48 4.2 Findings and Discussions 48-50 Conclusion 50-52 References 52-56 Appendix 1 56-58 Appendix 2 58-60 Appendix 3 60-63 Acknowledgements 63-64 导师及作者简介 64 |
