中介语任务变异性研究
摘要
中介语指的是第二语言习得者建立的介于母语与目的语之间的一种过渡性语
言，它不断丰富完善，逐渐向目的语靠近。Selinker（1972）于1972年《中介语》
一文提出该术语之后，中介语逐渐成为第二语言习得领域的一个重要课题，语言习
得者语言的变异引起了研究者的关注。然而，第二语言习得研究范围是否应包括中
介语变异性，研究者进行了激烈的争论。我们主张研究中介语变异性，认为中介语变
异性与习得者语言的发展密切相关。中介语变异性能够反映不同情景中的行为如何
影响中介语使用及其整个发展过程。因此，中介语变异性研究的意义不仅在于使人
们对中介语本身获得一个更加清晰全面的认识，更在于它揭示了第二语言习得过程
的特点与性质，进而推动语言教学水平的发展和提高。
中介语任务变异性，作为变异性研究的一个重要方面，在20世纪70年代，引
起了研究者的兴趣。然而，那时中介语变异性的大多数研究都是偶然进行的。到20
世纪80年代，研究者开始专门进行研究，检测中介语任务变异的一些假设，揭示了
影响中介语变异性的主要因素。然而，此类研究的数量相对较少，不足以充分说明
不同类型任务为何会引起中介语变异性。在我国，母语为汉语的中介语任务变异性
研究仍然是一个空白。本研究作为一个初步尝试，目的在于揭示语言习得者语言发
展过程的特点，以期为英语教学提供一些启示。本研究采用了Labov的研究框架，
旨在于调查英语动词一般过去时在三项不同任务（语法测试，口语面试，口语叙述）
中的准确率，规则动词与不规则动词在不同任务中的准确率，以及在不同任务中不
同性别的被试使用这一语言形式准确率的差异。
本文分为以下五章：
第一章简要介绍了文章的研究背景、目的及结构安排。
第二章介绍了中介语的定义，以及Ellis（1985a）和Bialystok ＆ Sharwood-Smith
（1985）对于中介语变异性的不同分类。并进一步阐明两组解释中介语变异性的理论：
内容摘要67
“内部处理理论”和“社会语言学理论”。内部处理理论认为，应从心理学的角度
来解释中介语变异性，而社会语言学理论则主张从更广阔的社会情景来解释中介语
变异性。两种理论各有优劣，互为补充，从不同的的角度来解释了中介语变异性。
第三章回顾了系统性和非系统性变异性的相关研究，并进行了评论。从回顾中，
可以看出许多因素，如语言环境，不同类型的任务，对语言形式的注意，社会因素
和语言功能等，引起了中介语变异性。然而，这些研究本意在于探索其他问题，而
j 非中介语变异性问题。专门检测中介语变异性假设的研究为数很少。因此，更增加
《了系统研究中介语变异性的必要性。
第四章详细阐述本研究的假设、材料、任务、研究对象、原始语料收集程序。
本研究采用百分数、配对样本双尾t检验、方差分析等多种统计方法来处理实验所
得原始数据。统计结果显示：（）被试在语法测试中使用动词过去时的准确率最高，
口语面试中准确率最低，口语叙述的准确率居中；u 三项任务当中，被试使用规
则动词过去时的准确率明显高于不规则动词过去时：（3）女生在口语面试和口语叙
述中的准确率比男生高，语法测试中几乎没有差异。本章进一步对以上研究结果进
行了详细分析，并从对语言形式的注意力、交际功能等方面，来解释实验所得结果。
第五章总结了研究成果，以及对我国英语教学的启示。
Interlanguage refers to an interim language system constructed by
second language
learners between the mother tongue and the target language. It
continuously moves close to
the target language with constant consummation. It gradually
became an important issue in
the field of second language acquisition since Selinker (1972)
first proposed it in 197~ in
his paper Interlanguage. The inherent variability of
language-learner language has been
frequently commented on, and not surprisingly, has attracted
considerable attention from
researchers. Yet there has been a hot debate between
non-variationists and variationists
regarding the issue whether second language acquisition research
should incorporate the
exploration of interlanguage variability. We are in favor of
variationist view that
interlanguage variability is intimately linked to changes in
learners' language over time.
Interlanguage variability can provide us information about the
way in which performance in
various social contexts can have effects on interlanguage use and
the overall development
of interlanguage. Thus the exploration of interlanguage
variability not only provides a
clearer understanding of interlanguage itself, but also unveils
features and properties of the
process of second language acquisition so as to improve language
teaching.
Task-related interlanguage variability began to arouse
researchers' interest in 1 970s.
And at that time most studies regarding this phenomenon were
conducted in an incidental
maimer. Since 1 980s, researchers started to carry out some
studies with the specific purpose
of testing hypotheses about task-related interlanguage
variability. Those studies have
established the influence of the main factor: attention to
language form, on interlanguage
variability. Yet the number of this kind of studies is still
relatively small, as such not
sufficient to make it clear why different types of tasks can
result in interlanguage variability.
In China, the research field of task-related interlanguage
variability remains a virgin land.
Thus our experiment in this dissertation serves as a preliminary
attempt to explore this field
in order to unveil the properties of the second language
acquisition process of the L2
learners whose mother language is Chinese. Our experiment has
adopted Labovian
Abstract 65
framework and aimed to investigate the accuracy of simple past
tense forms of English
verbs in three different tasks, the accuracy orders of irregular
past and regular past and the
sex difference of the performance of the same language forms in
different tasks.
The whole dissertation is made up of the following five chapters:
Chapter One gives a brief introduction of the research
background, aim and
arrangements of this dissertation.
Chapter .T\vo introduces the definitions of interlanguage and two
categorization of
interlanguage variability respectively proposed by Ellis (1985a)
and Bialystok &
Sharwood-Smith (1985). Then two groups of theories are
recommended to account for
interlanguage variability: "inner processing theories" and
"sociolinguistic theories". The
former group of theories attempts to explain interlanguage
variability from the
psychological perspective while the latter from broader social
contexts. These two groups
of theories possess their own advantages and disadvantages, and
supplement in their
respective performance. Both of them provide insights for
clarifying interlanguage
variability from different perspectives.
Chapter Three reviews the exploration of interlanguage
variability regarding
systematic and non-systematic variability and comments on the
studies. From the review, it
can be seen that a variety of factors, such as linguistic
context, different types of tasks,
psychological processing factors, and language function etc may
cause interlanguage
variability. Yet most of the st
言，它不断丰富完善，逐渐向目的语靠近。Selinker（1972）于1972年《中介语》
一文提出该术语之后，中介语逐渐成为第二语言习得领域的一个重要课题，语言习
得者语言的变异引起了研究者的关注。然而，第二语言习得研究范围是否应包括中
介语变异性，研究者进行了激烈的争论。我们主张研究中介语变异性，认为中介语变
异性与习得者语言的发展密切相关。中介语变异性能够反映不同情景中的行为如何
影响中介语使用及其整个发展过程。因此，中介语变异性研究的意义不仅在于使人
们对中介语本身获得一个更加清晰全面的认识，更在于它揭示了第二语言习得过程
的特点与性质，进而推动语言教学水平的发展和提高。
中介语任务变异性，作为变异性研究的一个重要方面，在20世纪70年代，引
起了研究者的兴趣。然而，那时中介语变异性的大多数研究都是偶然进行的。到20
世纪80年代，研究者开始专门进行研究，检测中介语任务变异的一些假设，揭示了
影响中介语变异性的主要因素。然而，此类研究的数量相对较少，不足以充分说明
不同类型任务为何会引起中介语变异性。在我国，母语为汉语的中介语任务变异性
研究仍然是一个空白。本研究作为一个初步尝试，目的在于揭示语言习得者语言发
展过程的特点，以期为英语教学提供一些启示。本研究采用了Labov的研究框架，
旨在于调查英语动词一般过去时在三项不同任务（语法测试，口语面试，口语叙述）
中的准确率，规则动词与不规则动词在不同任务中的准确率，以及在不同任务中不
同性别的被试使用这一语言形式准确率的差异。
本文分为以下五章：
第一章简要介绍了文章的研究背景、目的及结构安排。
第二章介绍了中介语的定义，以及Ellis（1985a）和Bialystok ＆ Sharwood-Smith
（1985）对于中介语变异性的不同分类。并进一步阐明两组解释中介语变异性的理论：
内容摘要67
“内部处理理论”和“社会语言学理论”。内部处理理论认为，应从心理学的角度
来解释中介语变异性，而社会语言学理论则主张从更广阔的社会情景来解释中介语
变异性。两种理论各有优劣，互为补充，从不同的的角度来解释了中介语变异性。
第三章回顾了系统性和非系统性变异性的相关研究，并进行了评论。从回顾中，
可以看出许多因素，如语言环境，不同类型的任务，对语言形式的注意，社会因素
和语言功能等，引起了中介语变异性。然而，这些研究本意在于探索其他问题，而
j 非中介语变异性问题。专门检测中介语变异性假设的研究为数很少。因此，更增加
《了系统研究中介语变异性的必要性。
第四章详细阐述本研究的假设、材料、任务、研究对象、原始语料收集程序。
本研究采用百分数、配对样本双尾t检验、方差分析等多种统计方法来处理实验所
得原始数据。统计结果显示：（）被试在语法测试中使用动词过去时的准确率最高，
口语面试中准确率最低，口语叙述的准确率居中；u 三项任务当中，被试使用规
则动词过去时的准确率明显高于不规则动词过去时：（3）女生在口语面试和口语叙
述中的准确率比男生高，语法测试中几乎没有差异。本章进一步对以上研究结果进
行了详细分析，并从对语言形式的注意力、交际功能等方面，来解释实验所得结果。
第五章总结了研究成果，以及对我国英语教学的启示。
Interlanguage refers to an interim language system constructed by
second language
learners between the mother tongue and the target language. It
continuously moves close to
the target language with constant consummation. It gradually
became an important issue in
the field of second language acquisition since Selinker (1972)
first proposed it in 197~ in
his paper Interlanguage. The inherent variability of
language-learner language has been
frequently commented on, and not surprisingly, has attracted
considerable attention from
researchers. Yet there has been a hot debate between
non-variationists and variationists
regarding the issue whether second language acquisition research
should incorporate the
exploration of interlanguage variability. We are in favor of
variationist view that
interlanguage variability is intimately linked to changes in
learners' language over time.
Interlanguage variability can provide us information about the
way in which performance in
various social contexts can have effects on interlanguage use and
the overall development
of interlanguage. Thus the exploration of interlanguage
variability not only provides a
clearer understanding of interlanguage itself, but also unveils
features and properties of the
process of second language acquisition so as to improve language
teaching.
Task-related interlanguage variability began to arouse
researchers' interest in 1 970s.
And at that time most studies regarding this phenomenon were
conducted in an incidental
maimer. Since 1 980s, researchers started to carry out some
studies with the specific purpose
of testing hypotheses about task-related interlanguage
variability. Those studies have
established the influence of the main factor: attention to
language form, on interlanguage
variability. Yet the number of this kind of studies is still
relatively small, as such not
sufficient to make it clear why different types of tasks can
result in interlanguage variability.
In China, the research field of task-related interlanguage
variability remains a virgin land.
Thus our experiment in this dissertation serves as a preliminary
attempt to explore this field
in order to unveil the properties of the second language
acquisition process of the L2
learners whose mother language is Chinese. Our experiment has
adopted Labovian
Abstract 65
framework and aimed to investigate the accuracy of simple past
tense forms of English
verbs in three different tasks, the accuracy orders of irregular
past and regular past and the
sex difference of the performance of the same language forms in
different tasks.
The whole dissertation is made up of the following five chapters:
Chapter One gives a brief introduction of the research
background, aim and
arrangements of this dissertation.
Chapter .T\vo introduces the definitions of interlanguage and two
categorization of
interlanguage variability respectively proposed by Ellis (1985a)
and Bialystok &
Sharwood-Smith (1985). Then two groups of theories are
recommended to account for
interlanguage variability: "inner processing theories" and
"sociolinguistic theories". The
former group of theories attempts to explain interlanguage
variability from the
psychological perspective while the latter from broader social
contexts. These two groups
of theories possess their own advantages and disadvantages, and
supplement in their
respective performance. Both of them provide insights for
clarifying interlanguage
variability from different perspectives.
Chapter Three reviews the exploration of interlanguage
variability regarding
systematic and non-systematic variability and comments on the
studies. From the review, it
can be seen that a variety of factors, such as linguistic
context, different types of tasks,
psychological processing factors, and language function etc may
cause interlanguage
variability. Yet most of the st
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--, (1976) . An explanation for the morpheme accuracy order of learners of English as a second language.Language Learning, 26: 125-135．
Liceras, J. (1981) . Markedness and permeability in IL systems. Working Papers in Linguistics, 2． University of Toronto.
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Lightbown, M. Patsy (1984) . The relationship between theory and method in second language acquisition research, in Davies et al., 241-252．
Littlewood, W. T. (1981) . Language variation and second language acquisition theory. Applied Linguistics, 2: 150-158．
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Major, R. (1987) . A model for interlanguage phonology. In Ioup & Weinberger (eds).
Malaughlin, B. (1978) . The monitor model: some methodological considerations. Language Learning, 28: 309-332．
Meisel, J., H. Clahsen & M. Pienemann. (1981) . On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition.3: 109-135．
Nemser, W. (1971) . Approximative systems of foreign language learners. International Review of Applied Linguistics IX: 115-123．
Rampton, B. (1987) . Stylistic variability and not speaking "normal" English, in Ellis, ed. (1987b): 47-58．
Richards, Jack C. (1971) . A non-contrastive approach to error analysis. English Language Teaching, 25: 2． 4-219．
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Schumann, J. (1978) . The Pidginization Process: A Model for Second Language Acquisition. Rowley, Mass.: Newbury House.
Selinker, L. (1969) . Language transfer. General Linguistics, 9: 67-92．
--, (1972) . Interlanguage. International Review of Applied Linguistics, 10: 209-231．
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--, (1983) . On the variability of interlanguage systems. Applied Linguistics,4: 143-163．
--, (1985) . Variability in interlanguage use: A study of style-shifting in morphology and syntax. Language Learning, 35: 373-404．
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Tarone, E., Susan M. Gass & Andrew D. Cohen (ed.) (1994) . Research Methodology in Second-language Acquisition. Hillsdale: Lawrence Erlbaum Associates Publishers.
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Wagner-Gough, J. (1978) . Comparative studies in second language learning, in Second Language Acquisition, ed. E. Hatch. Rowley, Mass: Newbury House.
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Widdowson, H. G. (1975) . The significance of simplification. Studies in Second Language Acquisition, 1: 11-20．
-, (1978) . Teaching English as Communication. Oxford: Oxford University Press.
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宋梦礼， “中介语的可变性与第二语言习得”， 《外语与外语教学》，1998年第1期。
王初明， 《应用心理语言学--外语学习研究》。湖南教育出版社，1990年版。
王德春， 《神经语言学》。上海外语教育出版社，1994年版。
杨连瑞，“试论中介语理论与外语教学”， 《外语与外语教学》，1996年第6期。
章振邦， 《新编英语语法教程》。上海外语教育出版社，1995年版。
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Lightbown, M. Patsy (1984) . The relationship between theory and method in second language acquisition research, in Davies et al., 241-252．
Littlewood, W. T. (1981) . Language variation and second language acquisition theory. Applied Linguistics, 2: 150-158．
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Nemser, W. (1971) . Approximative systems of foreign language learners. International Review of Applied Linguistics IX: 115-123．
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Richards, Jack C. (1971) . A non-contrastive approach to error analysis. English Language Teaching, 25: 2． 4-219．
--, (1972) . Social factors, interlanguage, and language learning. Language learning, 22: 159-188．
Romaine, Suzanne. (1981) . The status of variable rules in sociolinguistic theory. Language Learning, 17: 93-119．
Rosansky, E. (1976) . Methods and morphemes in second language acquisition research. Language Learning, 26: 409-425．
Schmidt, M, (1980) . Coordinate structures and language universals in interlanguage. Language Learning, 30:397-416．
Schmidt, R. W. (1977) . Sociolinguistic variation and language transfer in phonology. Working Papers on Bilingualism,12． University of Toronto.
Schumann, J. (1978) . The Pidginization Process: A Model for Second Language Acquisition. Rowley, Mass.: Newbury House.
Selinker, L. (1969) . Language transfer. General Linguistics, 9: 67-92．
--, (1972) . Interlanguage. International Review of Applied Linguistics, 10: 209-231．
--, (1992) . Rediscovering interlanguage. London: Longman.
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Stern, H. H. (1983) . Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
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Tarone, E. & Besty Parrish. (1988) . Task-related variation in interlanguage: the case of articles. Language Learning, 38: 21-44．
Tarone, E. (1979) . Interlanguage as chameleon. Language Learning, 29: 181-191．
--, (1980) . Communication strategies, foreign talk and repair in interlanguage. Language Learning, 30:417-432．
--, (1981) . Some thoughts on the notion of communication strategies. TESOL Quarterly, 15: 285-295．
--, (1982) . Systematicity and attention in interlanguage. Language Learning, 32: 69-82．
--, (1983) . On the variability of interlanguage systems. Applied Linguistics,4: 143-163．
--, (1985) . Variability in interlanguage use: A study of style-shifting in morphology and syntax. Language Learning, 35: 373-404．
--, (1988) . Variation in Interlanguage. London: Edward Arnold.
--, (1990) . On variation in interlanguage: a response to Gregg. Applied Linguistics, 11: 392-400．
Tarone, E., Susan M. Gass & Andrew D. Cohen (ed.) (1994) . Research Methodology in Second-language Acquisition. Hillsdale: Lawrence Erlbaum Associates Publishers.
Timm, Johannes-Peter. (1986) . The consistency of interlanguage in task-bound second-language production. Applied Linguistics, 7: 86-107．
Wagner-Gough, J. (1978) . Comparative studies in second language learning, in Second Language Acquisition, ed. E. Hatch. Rowley, Mass: Newbury House.
Wen, Quifang & Robert Keith Johnson. (1997) . L2 learner variables and English achievement: a study of tertiary-level English majors in China. Applied Linguistic, 18: 27-48．
Widdowson, H. G. (1975) . The significance of simplification. Studies in Second Language Acquisition, 1: 11-20．
-, (1978) . Teaching English as Communication. Oxford: Oxford University Press.
-, (1983) . Learning Purpose and Learning Use. Oxford: Oxford University Press.
-, (1989) . Knowledge of Language and ability for use. Applied Linguistics 10: 128-137．
Williams, J. (1987) . The discourse functions of variation in the use of subject pronouns. Paper presented at the XIth University of Michigan Conference on Applied Linguistics: Variation in Second Language Acquisition. Ann Arbor.
Woken, M. S. State & J. Swales. (1987) . Expertise & authority in native-nonnative conservation: the need for a variable account. Paper presented at the Xith University of Michigan Conference on Applied Linguistics: Variation in Second Language Acquisition. Ann Arbor.
Wolfram, Walt. (1985) . Variability in tense marking: a case for the obvious. Language Learning, 35: 229-253．
Young, R. (1987) . Variation and the IL hypothesis. Paper presented at the Xith University of Michigan Conference on Applied Linguistics: Variation in Second Language Acquisition. Ann Arbor.
戴曼纯， “中介语可变性之争及其意义”， 《外语与外语教学》，1999年第1期。
戴炜栋、束定芳， “对比分析、错误分析和中介语研究中的若干问题”， 《外国语》，1994年 第5期。
束定芳、庄智象， 《现代外语教学--理论、实践与方法》。上海外语教育与研究出版社，1996 年版。
宋梦礼， “中介语的可变性与第二语言习得”， 《外语与外语教学》，1998年第1期。
王初明， 《应用心理语言学--外语学习研究》。湖南教育出版社，1990年版。
王德春， 《神经语言学》。上海外语教育出版社，1994年版。
杨连瑞，“试论中介语理论与外语教学”， 《外语与外语教学》，1996年第6期。
章振邦， 《新编英语语法教程》。上海外语教育出版社，1995年版。
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