外语学习中的语言迁移研究
|
摘要
科学知识可视化图谱当前已经成为科学计量学的一个新热点。知识图谱是显示科学知识发展进程与结构关系的一种图形，用于可视化的描述人类随时间拥有的知识资源及载体，绘制、显示、分析和挖掘科学技术知识以及它们之间的联系。
近年来随着实证法的兴起，学者们开始从语言现象的各个具体方面来讨论语言迁移，但是未能从整体上把握迁移规律。所以，有必要对外语学习中语言迁移研究有一个清晰和完整的认识。鉴于以上考虑，本文以外语学习中语言迁移研究性论文为研究对象，尝试用科学计量学中的科学知识图谱，对1998-2011年SSCI（社会科学索引）收录的前20名著名语言学习期刊中关于外语学习中语言迁移的298篇研究性论文中的1026个关键词进行分析，通过建立关键词共词网络知识图谱，可视化分析近十年外语学习中语言迁移的研究态势。本文主要借助陈超美博士的CiteSpace信息可视化软件。研究主要围绕以下几个方面展开：(1)1998-2011年间外语学习中语言迁移的研究现状，（2）1998-2011年间外语学习中语言迁移的研究重点和热点，（3）1998-2011年间外语学习中语言迁移研究的发展趋势。
研究表明，1998-2011年间外语迁移研究和被引情况均呈现稳定增长趋势。核心的作家有Wang Min, Nicoladis Elena, Chen Xi and Siegel Linda S等。美国和加拿大等国家在外语学习中的语言迁移研究方面产量颇丰。发表有关语言迁移的研究论文最多的期刊为：SecondLanguage Research，Journal of Educational Psychology，和Language等。
通过可视化关键词知识图谱，我们得到外语学习中语言迁移研究主要的三个聚类，分别为：迁移中个体差异的研究，语义和概念结构的迁移，以及二语处理中的迁移，这三点是近十年来语言迁移研究的热门话题。
对于语义和概念结构的迁移来说，在语言交流中，词汇的选择决定于词义。对于不同的语言来说，整体的语义系统各不相同，两种语言的两个对等词的语义结构也可能不完全相同，因此外语学习的一个重要部分就是形成一套所学外语特有的语义或概念系统。语义和概念结构的迁移研究结果可以总结为：第一，外语语义发展程度和在外语环境中生活的时间长短有关。第二，即使长期在外语环境中生活的外语学习者，也不一定能形成像本族语使用者那样的语义结构。第三，衡量语义发展的程度，比较困难。原因是用学生在外语表达中出现的用词错误来了解语义发展的程度有很大的局限性，一是因为用词错误只是语义迁移的一种表现形式，二是因为用词错误的研究证据重复性较差。所以关于成人外语学习者在多大程度上能形成一套所学外语的语义体系方面的研究，开展的较少。
对于二语处理中的迁移来说，语言处理指语音识别、词汇辨认、句子处理和言语表达四个方面。除了言语表达外，其它三个方面在近几年都有一定数量的研究。外语语音识别中的迁移研究主要围绕以下几个语音识别模式开展：（1）母语磁体模式（Kuhn，2000)，学习外语时，外语的语音会在母语的语音感知图内识别。所以，外语语音习得实际上是要形成一张新的语音感知图。（2）语音学习模式（Flege,2002），学习者能否形成新的语音主要是受两个因素制约，一是母语的使用程度，二是外语语音和母语语音的相似程度。（3）特征模式（Larson-Hall，2004)，影响外语语音识别的主要因素不在母语中是否存在某个音，而在于母语语音类别的区分是否依赖于某个语音的区别性特征。
现有迁移的研究涉及语言的各个方面及各种语言使用过程。但是，对迁移的研究仍有深入的余地，未来语言迁移的研究需要关注以下几个方面：(1)迁移理论的建立。目前的迁移研究大都是描述性而非解释性，如何把迁移本身作为外语学习过程中的一个中心现象来研究，把诸多迁移现象放在一个整体里看待，从而建立一个迁移过程的理论框架，这些工作有待开展。（2）动词论元结构的迁移。论元结构是现代句法理论的一个重要概念，涉及语义语法界面的问题，对其进行深入研究有重要的理论意义。（3）迁移和其它心理过程的联系。语言迁移并不是一个孤立的心理过程，必然会和其它心理过程相互影响。所以我们不能孤立的看到迁移现象，而要注意到其它心理过程的相互作用，这是今后迁移要注意的问题。
本研究主要是受到科学知识图谱在图书情报学及其它学科广泛应用的启发，尝试绘制外语学习中语言迁移研究的知识图谱。知识图谱广泛应用于很多学科领域，各领域的科学家能够利用这类图谱预测一个学科的发展趋势，但是在语言学研究上，可视化的分析某学科的研究态势还并没有得到应用。因此希望本研究成果为语言迁移研究和外语教学实践提供依据和参照。
Language transfer is an active discipline during the history of foreign language learningstudies. This study takes language transfer as research topic, applies bibliometric approach todiscuss the disciplinary structure and hot topics of language transfer research in foreign language.Data are collected from the top20journals of foreign language learning in SSCI database of Webof Science from1998to2011, altogether298articles with1026key words are gathered andanalyzed using an integrated knowledge mapping framework that includes selected techniquessuch as key word co-occurrence analysis, cluster analysis and co-citation analysis. The softwaremainly used in this study is CiteSpace created by Chaomei, Chen.
The present study was designed to investigate the following questions by using thebibliometric approach:(1)What is the current research status on language transfer in foreignlanguage learning？(2)What are the key issues and hot topics of language transfer in foreignlanguage learning?(3)What are the trends in development of language transfer in foreignlanguage learning?
This study indicates that the publication of research papers about language transfer inforeign language learning remains a stable annual growth, so do the citations each year. As forthe authorship, there are16authors who published three papers and above about languagetransfer in foreign language learning, among which, Wang Min, Nicoladis Elena, Chen Xi andSiegel Linda S published more than ten articles respectively in this field during this14-yearperiod，so they can be regarded as the core writers in this aspect. Concerning the contribution ofcertain countries and institutions, USA published129articles in language transfer among the total298articles, taking up43.289%of all the data. These researches are mainly done in MarylandUniversity, Illinois University and other education institutions. As for major source journals ofpublication in this aspect, Second Language, Research Journal of Educational Psychology andLanguage Learning are the top three journals in this field, and the most cited journal is LanguageLearning.
The study also indicates that phonological awareness, children, learners and skills are thecore nodes in the key words co-occurrence net work, which indicates that these words are the hotissues in this field. The three hot topics of language transfer are mainly individual differencesand language transfer, transfer in semantic development and transfer in second languageprocessing.
The study of individual differences in SLA has received considerable attention over theyears and has shown that there are a number of dimensions of learner differences which are generally acknowledged to affect the way they learn foreign languages, including age, aptitude,intelligence, motivation, learning style and personality. Much SLA research focused on targetlanguage proficiency in terms of grammatical accuracy, native-like pronunciation, andunexamined target language cultural norms. There is clearly a need for more research onrelationships among attitudes and motivation, and pragmatic development.
The researches on transfer in semantic development are mainly about two questions: Firstly,do adult learners develop a new semantic system while learning a second language? Second,whether or to what extent can adult learners eventually develop a new semantic or conceptualsystem? However, few researches can give an answer to the above two questions. One reason isthat it is hard to measure the extent adult learners develop a new semantic system. Anotherreason is that misuse of vocabularies has poor reproducibility. The same mistakes may nothappen the next time.
Language processing mainly refers to speech perception, word recognition, sentenceprocessing and speech production. Researches on speech perception are mainly psycholinguisticmodels such as the SLM by Fledge and colleagues, the PAM by Best and colleagues (Flege,1995; Guion,2000; Best,2001), the Feature Model of L2Perception by Larson-Hall and theNative Language Magnet Model by Kuhn; As for researches on word recognition, how bilingualassess words in two languages and how word meanings become activated in bilingual memoryhave made considerable progress both in terms of empirical studies and theoretical models.
Some of the most important tendencies seen in this research are transfer in verb argumentstructure, the development of transfer theory and the relationships between language transfer andother mental processes in language learning.
This study provides a quantitative overview of language transfer research and offers avisualized insight into the language transfer research in terms of the current status, key issues,and development trends. It is hoped that the findings of this study can offer a scientific referenceto language transfer research and foreign language teaching and learning, which will be valuableto students entering the field of second language acquisition, researchers, language teachers andanyone interested in the research of language transfer in foreign language learning.
近年来随着实证法的兴起，学者们开始从语言现象的各个具体方面来讨论语言迁移，但是未能从整体上把握迁移规律。所以，有必要对外语学习中语言迁移研究有一个清晰和完整的认识。鉴于以上考虑，本文以外语学习中语言迁移研究性论文为研究对象，尝试用科学计量学中的科学知识图谱，对1998-2011年SSCI（社会科学索引）收录的前20名著名语言学习期刊中关于外语学习中语言迁移的298篇研究性论文中的1026个关键词进行分析，通过建立关键词共词网络知识图谱，可视化分析近十年外语学习中语言迁移的研究态势。本文主要借助陈超美博士的CiteSpace信息可视化软件。研究主要围绕以下几个方面展开：(1)1998-2011年间外语学习中语言迁移的研究现状，（2）1998-2011年间外语学习中语言迁移的研究重点和热点，（3）1998-2011年间外语学习中语言迁移研究的发展趋势。
研究表明，1998-2011年间外语迁移研究和被引情况均呈现稳定增长趋势。核心的作家有Wang Min, Nicoladis Elena, Chen Xi and Siegel Linda S等。美国和加拿大等国家在外语学习中的语言迁移研究方面产量颇丰。发表有关语言迁移的研究论文最多的期刊为：SecondLanguage Research，Journal of Educational Psychology，和Language等。
通过可视化关键词知识图谱，我们得到外语学习中语言迁移研究主要的三个聚类，分别为：迁移中个体差异的研究，语义和概念结构的迁移，以及二语处理中的迁移，这三点是近十年来语言迁移研究的热门话题。
对于语义和概念结构的迁移来说，在语言交流中，词汇的选择决定于词义。对于不同的语言来说，整体的语义系统各不相同，两种语言的两个对等词的语义结构也可能不完全相同，因此外语学习的一个重要部分就是形成一套所学外语特有的语义或概念系统。语义和概念结构的迁移研究结果可以总结为：第一，外语语义发展程度和在外语环境中生活的时间长短有关。第二，即使长期在外语环境中生活的外语学习者，也不一定能形成像本族语使用者那样的语义结构。第三，衡量语义发展的程度，比较困难。原因是用学生在外语表达中出现的用词错误来了解语义发展的程度有很大的局限性，一是因为用词错误只是语义迁移的一种表现形式，二是因为用词错误的研究证据重复性较差。所以关于成人外语学习者在多大程度上能形成一套所学外语的语义体系方面的研究，开展的较少。
对于二语处理中的迁移来说，语言处理指语音识别、词汇辨认、句子处理和言语表达四个方面。除了言语表达外，其它三个方面在近几年都有一定数量的研究。外语语音识别中的迁移研究主要围绕以下几个语音识别模式开展：（1）母语磁体模式（Kuhn，2000)，学习外语时，外语的语音会在母语的语音感知图内识别。所以，外语语音习得实际上是要形成一张新的语音感知图。（2）语音学习模式（Flege,2002），学习者能否形成新的语音主要是受两个因素制约，一是母语的使用程度，二是外语语音和母语语音的相似程度。（3）特征模式（Larson-Hall，2004)，影响外语语音识别的主要因素不在母语中是否存在某个音，而在于母语语音类别的区分是否依赖于某个语音的区别性特征。
现有迁移的研究涉及语言的各个方面及各种语言使用过程。但是，对迁移的研究仍有深入的余地，未来语言迁移的研究需要关注以下几个方面：(1)迁移理论的建立。目前的迁移研究大都是描述性而非解释性，如何把迁移本身作为外语学习过程中的一个中心现象来研究，把诸多迁移现象放在一个整体里看待，从而建立一个迁移过程的理论框架，这些工作有待开展。（2）动词论元结构的迁移。论元结构是现代句法理论的一个重要概念，涉及语义语法界面的问题，对其进行深入研究有重要的理论意义。（3）迁移和其它心理过程的联系。语言迁移并不是一个孤立的心理过程，必然会和其它心理过程相互影响。所以我们不能孤立的看到迁移现象，而要注意到其它心理过程的相互作用，这是今后迁移要注意的问题。
本研究主要是受到科学知识图谱在图书情报学及其它学科广泛应用的启发，尝试绘制外语学习中语言迁移研究的知识图谱。知识图谱广泛应用于很多学科领域，各领域的科学家能够利用这类图谱预测一个学科的发展趋势，但是在语言学研究上，可视化的分析某学科的研究态势还并没有得到应用。因此希望本研究成果为语言迁移研究和外语教学实践提供依据和参照。
Language transfer is an active discipline during the history of foreign language learningstudies. This study takes language transfer as research topic, applies bibliometric approach todiscuss the disciplinary structure and hot topics of language transfer research in foreign language.Data are collected from the top20journals of foreign language learning in SSCI database of Webof Science from1998to2011, altogether298articles with1026key words are gathered andanalyzed using an integrated knowledge mapping framework that includes selected techniquessuch as key word co-occurrence analysis, cluster analysis and co-citation analysis. The softwaremainly used in this study is CiteSpace created by Chaomei, Chen.
The present study was designed to investigate the following questions by using thebibliometric approach:(1)What is the current research status on language transfer in foreignlanguage learning？(2)What are the key issues and hot topics of language transfer in foreignlanguage learning?(3)What are the trends in development of language transfer in foreignlanguage learning?
This study indicates that the publication of research papers about language transfer inforeign language learning remains a stable annual growth, so do the citations each year. As forthe authorship, there are16authors who published three papers and above about languagetransfer in foreign language learning, among which, Wang Min, Nicoladis Elena, Chen Xi andSiegel Linda S published more than ten articles respectively in this field during this14-yearperiod，so they can be regarded as the core writers in this aspect. Concerning the contribution ofcertain countries and institutions, USA published129articles in language transfer among the total298articles, taking up43.289%of all the data. These researches are mainly done in MarylandUniversity, Illinois University and other education institutions. As for major source journals ofpublication in this aspect, Second Language, Research Journal of Educational Psychology andLanguage Learning are the top three journals in this field, and the most cited journal is LanguageLearning.
The study also indicates that phonological awareness, children, learners and skills are thecore nodes in the key words co-occurrence net work, which indicates that these words are the hotissues in this field. The three hot topics of language transfer are mainly individual differencesand language transfer, transfer in semantic development and transfer in second languageprocessing.
The study of individual differences in SLA has received considerable attention over theyears and has shown that there are a number of dimensions of learner differences which are generally acknowledged to affect the way they learn foreign languages, including age, aptitude,intelligence, motivation, learning style and personality. Much SLA research focused on targetlanguage proficiency in terms of grammatical accuracy, native-like pronunciation, andunexamined target language cultural norms. There is clearly a need for more research onrelationships among attitudes and motivation, and pragmatic development.
The researches on transfer in semantic development are mainly about two questions: Firstly,do adult learners develop a new semantic system while learning a second language? Second,whether or to what extent can adult learners eventually develop a new semantic or conceptualsystem? However, few researches can give an answer to the above two questions. One reason isthat it is hard to measure the extent adult learners develop a new semantic system. Anotherreason is that misuse of vocabularies has poor reproducibility. The same mistakes may nothappen the next time.
Language processing mainly refers to speech perception, word recognition, sentenceprocessing and speech production. Researches on speech perception are mainly psycholinguisticmodels such as the SLM by Fledge and colleagues, the PAM by Best and colleagues (Flege,1995; Guion,2000; Best,2001), the Feature Model of L2Perception by Larson-Hall and theNative Language Magnet Model by Kuhn; As for researches on word recognition, how bilingualassess words in two languages and how word meanings become activated in bilingual memoryhave made considerable progress both in terms of empirical studies and theoretical models.
Some of the most important tendencies seen in this research are transfer in verb argumentstructure, the development of transfer theory and the relationships between language transfer andother mental processes in language learning.
This study provides a quantitative overview of language transfer research and offers avisualized insight into the language transfer research in terms of the current status, key issues,and development trends. It is hoped that the findings of this study can offer a scientific referenceto language transfer research and foreign language teaching and learning, which will be valuableto students entering the field of second language acquisition, researchers, language teachers andanyone interested in the research of language transfer in foreign language learning.
引文
Carroll, P. L.(1987).Reading ability in ESL. Reading in a Foreign Language.4,21-40.
Chaomei Chen.(2006).CiteSpace II: Detecting and visualizing emerging trends and transientpatterns in scientific literature. Journal of the American Society for Information Science andTechnology.57(3)
Chow, BWY; McBride-Chang, C; Burgess, S.(2005). Phonological processing skills and early
reading abilities in Hong Kong Chinese kindergarteners learning to read English as a secondlanguage. Journal of Educational Psychology.
Deanna C.Friesen, Debra Jared.(2007).Cross-language message-and word-level transfer effectsin bilingual text processing. Memory and Cognition.35(7),1542-1556
Ellis, Rod.(1994). The study of second language acquisition. Shanghai: Shanghai ForeignLanguages Education Press.
Geva, E; Yaghoub-Zadeh, Z; Schuster, B.(2000). Understanding individual differences in wordrecognition skills of ESL children. Annals of Yslexia.31
Haugen, E.(1953). The Norwegian Language in Ame rican: A Study in Bilingual Behavior.Philadelphia: University of Pennsylvania Press.2.
Hsin-Ning Su,Pei-Chun Lee.(2010). Mapping knowledge structure by keyword co-occurrence: afirst look at journal papers in technology foresight. Scientometrics.85:65–79Jie Zhang· Richard C.(2010). Cross-language transfer of insight into the structureof compound words. Reading and Writing.23:311–336
Kelly, L. G.(1969). Extensive reading. In25centuries of language teaching. Rowley, MA:Newbury House.
Krashen, Stephen D. and Tracy D. Terrell.(1983). The natural approach: Language acquisition inthe classroom. Hayward, CA: Alemany Press.183
Lado, R. Fries (1957). Linguistics across cultures: Applied linguistics for language teachers.University of Michigan Press: Ann Arbor.
Madeline E. Ehrman, Betty Lou Leaver.(2003). A brief overview of individual differences in thesecond language learning. Second language research.32:55-59
M.Kendra Sun-Alperin, Min Wang.(2011).Cross-language transfer of phonological andorthographic processing skills from Spanish L1to English L2. Reading and Writing.24:591–614
Nicoladis, E.&Rhemtulla, M.(2010). Children’s acquisition of word order depends onsemantic/syntactic role: Evidence from adjective-noun order. First Language.
Odlin, Terence.（2001）. Language transfer-Cross-linguistic influence in language
learning. Shanghai: Shanghai Foreign Languages Education Press.
Peter Van,Den Besselaar, Gaston Heimeriks.(2006). Mapping research topics usingword-reference co-occurrences: A method and an exploratory case study. Scientometrics.68,(3):377–393
Robert T. Solman, Kevin K. H. Chung(1999). Language transfer and blocking in secondlanguage vocabulary learning. Journal of Behavioral Education.6(2):173-190
Sujit Bhattacharya, Prajit K. Basu.(1998).Mapping a research area at the micro level usingco-word analisis. Scientometrics43:359-372
陈贵梧.(2011)图书情报学的国际研究态势：基于2000-2009年SSCI研究性论文的实证分析.《中国图书馆学报》.（1）：73-82.
陈悦，刘则渊.(2005).悄然兴起的科学知识图谱.《科学学研究》.（2）,149-154.
陈悦，刘则渊，陈劲，侯剑华.(2008)科学知识图谱的发展历程.《科学学研究》.（3）,449-460.
戴维栋，王栋.（2002）.语言迁移研究：问题与思考《外国语》
侯海燕.（2008）.《科学计量学知识图谱》.大连：大连理工大学出版社.
侯海燕,刘则渊,陈悦,姜春林,尹丽春,庞杰.（2006）当代国际科学学研究热点演进趋势知识图谱.《科研管理》.27（3）.90-96
侯海燕.（2006）.国际科学计量学核心期刊知识图谱.《中国核心期刊研究》.17(2).240-243
姬建国.蒋楠.(2007).《应用语言学》北京：中国人民大学出版社.
姜春林，李江波，杜维滨（2008）.基于CSSCI的我国管理学研究热点可视化分.《图书情报工作》.52(12).55-58
李运景.（2009）.《基于引文分析可视化的知识图谱构建研究》.南京：东南大学出版社
尹丽春.（2008）.《科学学知识图谱》.大连：大连理工大学出版社
尹洪山，刘振前.(2007).国外语言迁移研究的新进展——基于语言加工理论的迁移研究.《国外外语教学》.（1）,42-47.
尤金·加菲尔德著.侯汉清等译（2004）.《引文索引法的理论及应用》.北京：北京图书馆出版社
俞理明.(2004).《语言迁移与二语习得——回顾、反思和研究》.上海：上海外语教育出版社.
王琪，徐成立.(2010).知识图谱视野下我国体育科学研究的发展路径
——基于1991~2009年体育学博士论文关键词共词网络的可视化分析.《体育学刊》.17(12).118-125
Chaomei Chen.(2006).CiteSpace II: Detecting and visualizing emerging trends and transientpatterns in scientific literature. Journal of the American Society for Information Science andTechnology.57(3)
Chow, BWY; McBride-Chang, C; Burgess, S.(2005). Phonological processing skills and early
reading abilities in Hong Kong Chinese kindergarteners learning to read English as a secondlanguage. Journal of Educational Psychology.
Deanna C.Friesen, Debra Jared.(2007).Cross-language message-and word-level transfer effectsin bilingual text processing. Memory and Cognition.35(7),1542-1556
Ellis, Rod.(1994). The study of second language acquisition. Shanghai: Shanghai ForeignLanguages Education Press.
Geva, E; Yaghoub-Zadeh, Z; Schuster, B.(2000). Understanding individual differences in wordrecognition skills of ESL children. Annals of Yslexia.31
Haugen, E.(1953). The Norwegian Language in Ame rican: A Study in Bilingual Behavior.Philadelphia: University of Pennsylvania Press.2.
Hsin-Ning Su,Pei-Chun Lee.(2010). Mapping knowledge structure by keyword co-occurrence: afirst look at journal papers in technology foresight. Scientometrics.85:65–79Jie Zhang· Richard C.(2010). Cross-language transfer of insight into the structureof compound words. Reading and Writing.23:311–336
Kelly, L. G.(1969). Extensive reading. In25centuries of language teaching. Rowley, MA:Newbury House.
Krashen, Stephen D. and Tracy D. Terrell.(1983). The natural approach: Language acquisition inthe classroom. Hayward, CA: Alemany Press.183
Lado, R. Fries (1957). Linguistics across cultures: Applied linguistics for language teachers.University of Michigan Press: Ann Arbor.
Madeline E. Ehrman, Betty Lou Leaver.(2003). A brief overview of individual differences in thesecond language learning. Second language research.32:55-59
M.Kendra Sun-Alperin, Min Wang.(2011).Cross-language transfer of phonological andorthographic processing skills from Spanish L1to English L2. Reading and Writing.24:591–614
Nicoladis, E.&Rhemtulla, M.(2010). Children’s acquisition of word order depends onsemantic/syntactic role: Evidence from adjective-noun order. First Language.
Odlin, Terence.（2001）. Language transfer-Cross-linguistic influence in language
learning. Shanghai: Shanghai Foreign Languages Education Press.
Peter Van,Den Besselaar, Gaston Heimeriks.(2006). Mapping research topics usingword-reference co-occurrences: A method and an exploratory case study. Scientometrics.68,(3):377–393
Robert T. Solman, Kevin K. H. Chung(1999). Language transfer and blocking in secondlanguage vocabulary learning. Journal of Behavioral Education.6(2):173-190
Sujit Bhattacharya, Prajit K. Basu.(1998).Mapping a research area at the micro level usingco-word analisis. Scientometrics43:359-372
陈贵梧.(2011)图书情报学的国际研究态势：基于2000-2009年SSCI研究性论文的实证分析.《中国图书馆学报》.（1）：73-82.
陈悦，刘则渊.(2005).悄然兴起的科学知识图谱.《科学学研究》.（2）,149-154.
陈悦，刘则渊，陈劲，侯剑华.(2008)科学知识图谱的发展历程.《科学学研究》.（3）,449-460.
戴维栋，王栋.（2002）.语言迁移研究：问题与思考《外国语》
侯海燕.（2008）.《科学计量学知识图谱》.大连：大连理工大学出版社.
侯海燕,刘则渊,陈悦,姜春林,尹丽春,庞杰.（2006）当代国际科学学研究热点演进趋势知识图谱.《科研管理》.27（3）.90-96
侯海燕.（2006）.国际科学计量学核心期刊知识图谱.《中国核心期刊研究》.17(2).240-243
姬建国.蒋楠.(2007).《应用语言学》北京：中国人民大学出版社.
姜春林，李江波，杜维滨（2008）.基于CSSCI的我国管理学研究热点可视化分.《图书情报工作》.52(12).55-58
李运景.（2009）.《基于引文分析可视化的知识图谱构建研究》.南京：东南大学出版社
尹丽春.（2008）.《科学学知识图谱》.大连：大连理工大学出版社
尹洪山，刘振前.(2007).国外语言迁移研究的新进展——基于语言加工理论的迁移研究.《国外外语教学》.（1）,42-47.
尤金·加菲尔德著.侯汉清等译（2004）.《引文索引法的理论及应用》.北京：北京图书馆出版社
俞理明.(2004).《语言迁移与二语习得——回顾、反思和研究》.上海：上海外语教育出版社.
王琪，徐成立.(2010).知识图谱视野下我国体育科学研究的发展路径
——基于1991~2009年体育学博士论文关键词共词网络的可视化分析.《体育学刊》.17(12).118-125