21世纪以来的三语习得研究综述
详细信息 查看官网全文
摘要
三语习得作为独立于二语习得的研究领域,于20世纪80年代诞生于欧洲,于21世纪在我国逐渐发展,属于新兴领域。三语习得研究多关注三语习得中的跨语言影响等现象。本文首先从研究视角与话题归纳21世纪以来国内外的三语习得研究,然后总结其中常用的研究设计,最后概括当今的研究现状,指出其中存在的问题:第一,三语习得研究多集中在欧洲,且英语占主导地位;第二,三语习得研究普遍重理论构建、轻实践指导,重三语、轻一语、二语;第三,我国三语习得的研究方法失衡,定性研究及混合研究不足;第四,三语习得在我国概念模糊,存在歧义。在此基础上,本文为我国未来三语习得研究的发展提供建议。
Third language acquisition, first begun in Europe in the 1980 s, has been an emerging field of research in China since the 21 st century. Therefore, this article selects important publications in third language acquisition in the 21 st century from home and abroad. It analyzes the selected articles in terms of their research topics and designs. Through analysis, this article sums up the current situation of third language acquisition research and points out existing problems. First, third language acquisition research is mostly conducted in the European context while overlooking the Asian context. Also, English as an international lingua franca has always been a dominant target language in this field. Second, present third language acquisition research attaches great importance to theory but little to practice. The acquisition of a third language is studied from various perspectives, but the development of previously learned languages is under-examined. Third, the research designs in the Chinese context are unbalanced, with much more emphasis on quantitative studies than qualitative ones. Lastly, the concept of third language acquisition is not clearly defined, which imposes difficulty on the further development of this field in China. On this basis, this article proposes several suggestions for third language acquisition in China.
Third language acquisition, first begun in Europe in the 1980 s, has been an emerging field of research in China since the 21 st century. Therefore, this article selects important publications in third language acquisition in the 21 st century from home and abroad. It analyzes the selected articles in terms of their research topics and designs. Through analysis, this article sums up the current situation of third language acquisition research and points out existing problems. First, third language acquisition research is mostly conducted in the European context while overlooking the Asian context. Also, English as an international lingua franca has always been a dominant target language in this field. Second, present third language acquisition research attaches great importance to theory but little to practice. The acquisition of a third language is studied from various perspectives, but the development of previously learned languages is under-examined. Third, the research designs in the Chinese context are unbalanced, with much more emphasis on quantitative studies than qualitative ones. Lastly, the concept of third language acquisition is not clearly defined, which imposes difficulty on the further development of this field in China. On this basis, this article proposes several suggestions for third language acquisition in China.
引文
Antonova-Unlu,E.&C.Sagin-Simsek.2015.The use of verbal morphology in Turkish as third language:The case of Russian-English-Turkish trilinguals[J].International Journal of Bilingualism 19(3):347-362.
Carvalho,A.M.&A.J.B.Da Silva.2006.Cross-Linguistic influence in third language acquisition:The case of Spanish-English bilinguals’acquisition of Portuguese[J].Foreign Language Annals 39(2):185-202.
Cenoz,J.2001.The effects of linguistic distance,L2 status and age on cross-linguistic influence on third language acquisition[C].In J.Cenoz,B.Hufeisen&U.Jessner.Cross-linguistic Influence in Third Language Acquisition:Psychololinguistic Perspectives.Clevedon:Multilingual Matters Ltd.8-20.
Cenoz,J.2009.Towards Multilingual Education:Basque Education Research in International Perspective[M].Bristol:Multilingual Matters.
Cenoz,J.2013.The influence of bilingualism on third language acquisition:Focus on multilingualism[J].Language Teaching 46(1):71-86.
Cenoz,J.,B.Hufeisen&U.Jessner.2001.Cross-linguistic Influence in Third Language Acquisition:Psycholinguistic Perspectives[C].Clevedon:Multilingual Matters Ltd.
Cenoz,J.&U.Jessner.2000.English in Europe:The Acquisition of a Third Language[C].Clevedon:Multilingual Matters Ltd.
De Angelis,G.2005.Multilingualism and non-native lexical transfer:An identification problem[J].International Journal of Multilingualism 2(1):1-25.
De Angelis,G.&L.Selinker.2001.Interlanguage transfer and competing linguistic systems in the multilingual mind[C].In J.Cenoz,B.Hufeisen&U.Jessner.Cross-linguistic Influence in Third Language Acquisition:Psycholinguistic Perspectives.Clevedon:Multilingual Matters Ltd.42-58.
Dewaele,J.M.2002.Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production[J].International Journal of Bilingualism 6(1):23-38.
Dornyei,Z.2007.Research Methods in Applied Linguistics:Quantitative,Qualitative and Mixed Methodologies[M].Oxford:Oxford University Press.
Duyck,W.,I.Depestel,W.Fias&B.Reynvoet.2008.Cross-lingual numerical distance priming with second-language number words in native-to third-language number word translation[J].Quarterly Journal of Experimental Psychology 61(9):1281-1290.
Edwards,M.&J.M.Dewaele.2007.Trilingual conversations:A window into multicompetence[J].International Journal of Bilingualism 11(2):221-242.
Escudero,P.,M.Broersma&E.Simon.2013.Learning words in a third language:Effects of vowel inventory and language proficiency[J].Language and Cognitive Processes 28(6):746-761.
Falk,Y.,C.Lindqvist&C.Bardel.2015.The role of L1 explicit metalinguistic knowledge in L3oral production at the initial state[J].Bilingualism:Language and Cognition 18(2):227-235.
Francis,W.S.&S.L.K.Gallard.2005.Concept meditation in trilingual translation:Evidence from response time and repetition priming patterns[J].Psychonomic Bulletin&Review 12(6):1082-1088.
Garcia Mayo,M.D.P.&R.Slabakova.2015.Object drop in L3 acquisition[J].International Journal of Bilingualism 19(5):483-498.
Hall,C.J.,D.Newbrand,P.Ecke,U.Sperr,V.Marchand&L.Hayes.2009.Learners’implicit assumptions about syntactic frames in new L3 words:The role of cognates,typological proximity and L2 status[J].Language Learning 59(1):153-202.
Hammarberg,B.2001.Roles of L1 and L2 in L3 production and acquisition[C].In J.Cenoz,B.Hufeisen&U.Jessner.Cross-linguistic Influence in Third Language Acquisition:Psychololinguistic Perspectives.Clevedon:Multilingual Matters Ltd.21-41.
Herdina,P.&U.Jessner.2000.The dynamics of third language acquisition[C].In J.Cenoz&U.Jessner.English in Europe:The Acquisition of a Third Language.Clevedon:Multilingual Matters Ltd.84-98.
Hermas,A.2014.The categorization of the relative complementizer phrase in third language English:A feature re-assembly account[J].International Journal of Bilingualism 19(5):587-607.
Hoffmann,C.2000.The spread of English and the growth of multilingualism with English in Europe[C].In J.Cenoz&U.Jessner.English in Europe:The Acquisition of a Third Language.Clevedon:Multilingual Matters Ltd.1-21.
Hsu,H.2014.Effects of bilingualism and trilingualism in L2 production:Evidence from errors and self-repairs in early balanced bilingual and trilingual adults[J].Journal of Psycholinguistic Research 43(4):357-379.
Jaensch,C.2010.L3 acquisition of German adjectival inflection:A generative account[J].Second Language Research 27(1):83-105.
Jessner,U.2008a.A DST Model of multilingualism and the role of metalinguistic awareness[J].The Modern Language Journal 92(2):270-283.
Jessner,U.2008b.Teaching third languages:Findings,trends and challenges[J].Language Teaching 41(1):15-56.
Mayer,M.1969.Frog,Where Are You?[M].New York:Dial Books for Young Readers.
Mayer,M.&M.Mayer.1971.A Boy,a Dog,a Frog and a Friend[M].New York:Dial Books for Young Readers.
Mc Donough,K.&P.Trofimovich.2011.Using Priming Methods in Second Language Research[M].Bejing:Foreign Language Teaching and Research Press.
Ortega,M.&M.L.Celaya.2013.“El gos es a dins del basket”:Lexical CLI in L3 Catalan by LIEnglish-speaking learners[J].Revista Espanola de Linguistica Aplicada 26:409-432.
Philipson,R.&T.Skutnabb-Kangas.2013.Linguistic imperialism and endangered languages[C].In T.K.Bhatia&W.C.Ritchie.The Handbook of Bilingualism and Multilingulism.Oxford:Blackwell Publishing Ltd.495-516.
Poplack,S.1981.Syntactic structure and social function of code-switching[C].In R.Duran.Latino Discourse and Communicative Behaviour.Norwood,NJ:Ablex.169-184.
Ringbom,H.1987.The Role of L1 in Foreign Language Learning[M].Clevedon:Multilingual Matters.
Rothman,J.2011.L3 syntactic transfer selectivity and typological determinacy:The typological primacy model[J].Second Language Research 27(1):107-127.
Rothman,J.&J.C.Amaro.2010.What variables condition syntactic transfer?A look at the L3initial state[J].Second Language Research 26(2):189-218.
Sanchez,L.2015.L2 activation and blending in third language acquisition:Evidence of crosslinguistic influence from the L2 in a longitudinal study on the acquisition of L3 English[J].Bilingualism:Language and Cognition 18(2):252-269.
Sanz,C.2000.Bilingual education enhances third language acquisition:Evidence from Catalonia[J].Applied Psycholinguistics 21(1):23-44.
Simon,E.&T.Leuschner.2010.Laryngeal systems in Dutch,English,and German:A contrastive phonological study on second and third language acquisition[J].Journal of Germanic Linguistics 22(4):403-424.
Soler,E.A.2012.Teachability and bilingualism effects on third language learners’pragmatic knowledge[J].Intercultural Pragmatics 9(4):511-541.
崔占玲、张积家,2008,藏-汉-英三语者语言联系模式探讨[J],《心理学报》(3):208-219。
道布,998,中国的语言政策和语言规划[J],《民族研究》(6):42-52。
范琳、李绍山,2013,汉-英-日三语者语言产出过程中语码转换抑制加工--基于刺激反应设置影响的研究[J],《外语教学与研究》(1):58-68。
李荣,1989,汉语方言的分区[J],《方言》(4):241-259。
李宇明,2008,语言资源观及中国语言普查[J],《郑州大学学报》(哲学社会科学版)(1):5-7。
李宇明,2011,中国少数民族语言文字规范化信息化报告[M],北京:民族出版社。
倪传斌,2012,外语磨蚀的影响因素研究[M],北京:世界图书出版公司北京公司。
倪传斌、张之胤,2011,三语对二语词汇识别的影响[J],《外语与外语教学》(6):30-34。
瞿霭堂,2014,中国少数民族语言文字使用情况的调查和研究[J],《民族翻译》(4):5-19。
热比古丽·白克力、雷志明、闻素霞,2011,维吾尔族三语者的非熟练第三语言的概念表征特征[J],《心理学探新》(2):150-153。
孙鑫、李伟,2014,不同三语学习者的语义通达机制对比研究[J],《外语与外语教学》(3):49-54。
王瑞明、张洁婷、李利、莫雷,2010,二语词汇在双语者三语词汇语义通达中的作用[J],《心理科学》(4):853-856。
魏晖,2015,“一带一路”与语言互通[J],《云南师范大学学报》(哲学社会科学版)(4):43-47。
吴白音那、文秋芳,三语教师课堂语码转换结构类型与功能分布特征研究[J],《外语学刊》(5):106-111。
杨玉,2015,民、汉、英三语背景下云南少数民族大学生语言态度研究[J],《贵州民族研究》(8):237-240。
原源、范庆江、原一川,2014,“三语背景”下云南跨境民族学生国家认同与民族认同研究[J],《学术探索》(6):105-110。
曾丽,2011,儿童三语习得中元语言意识的发展对我国少数民族外语教育政策制定的启示[J],《外语教学与研究》(5):748-755。
曾丽、李力,2010,对“三语习得”作为独立研究领域的思考[J],《外语与外语教学》(2):6-9。
张培,2013,理论欲求与混合方法设计[J],《中国外语》(2):90-93。
赵世举,2015,“一带一路”建设的语言需求及服务对策[J],《云南师范大学学报》(哲学社会科学版)(4):36-42。
1.本文的讨论主要围绕但不限于这87篇论文。
Carvalho,A.M.&A.J.B.Da Silva.2006.Cross-Linguistic influence in third language acquisition:The case of Spanish-English bilinguals’acquisition of Portuguese[J].Foreign Language Annals 39(2):185-202.
Cenoz,J.2001.The effects of linguistic distance,L2 status and age on cross-linguistic influence on third language acquisition[C].In J.Cenoz,B.Hufeisen&U.Jessner.Cross-linguistic Influence in Third Language Acquisition:Psychololinguistic Perspectives.Clevedon:Multilingual Matters Ltd.8-20.
Cenoz,J.2009.Towards Multilingual Education:Basque Education Research in International Perspective[M].Bristol:Multilingual Matters.
Cenoz,J.2013.The influence of bilingualism on third language acquisition:Focus on multilingualism[J].Language Teaching 46(1):71-86.
Cenoz,J.,B.Hufeisen&U.Jessner.2001.Cross-linguistic Influence in Third Language Acquisition:Psycholinguistic Perspectives[C].Clevedon:Multilingual Matters Ltd.
Cenoz,J.&U.Jessner.2000.English in Europe:The Acquisition of a Third Language[C].Clevedon:Multilingual Matters Ltd.
De Angelis,G.2005.Multilingualism and non-native lexical transfer:An identification problem[J].International Journal of Multilingualism 2(1):1-25.
De Angelis,G.&L.Selinker.2001.Interlanguage transfer and competing linguistic systems in the multilingual mind[C].In J.Cenoz,B.Hufeisen&U.Jessner.Cross-linguistic Influence in Third Language Acquisition:Psycholinguistic Perspectives.Clevedon:Multilingual Matters Ltd.42-58.
Dewaele,J.M.2002.Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production[J].International Journal of Bilingualism 6(1):23-38.
Dornyei,Z.2007.Research Methods in Applied Linguistics:Quantitative,Qualitative and Mixed Methodologies[M].Oxford:Oxford University Press.
Duyck,W.,I.Depestel,W.Fias&B.Reynvoet.2008.Cross-lingual numerical distance priming with second-language number words in native-to third-language number word translation[J].Quarterly Journal of Experimental Psychology 61(9):1281-1290.
Edwards,M.&J.M.Dewaele.2007.Trilingual conversations:A window into multicompetence[J].International Journal of Bilingualism 11(2):221-242.
Escudero,P.,M.Broersma&E.Simon.2013.Learning words in a third language:Effects of vowel inventory and language proficiency[J].Language and Cognitive Processes 28(6):746-761.
Falk,Y.,C.Lindqvist&C.Bardel.2015.The role of L1 explicit metalinguistic knowledge in L3oral production at the initial state[J].Bilingualism:Language and Cognition 18(2):227-235.
Francis,W.S.&S.L.K.Gallard.2005.Concept meditation in trilingual translation:Evidence from response time and repetition priming patterns[J].Psychonomic Bulletin&Review 12(6):1082-1088.
Garcia Mayo,M.D.P.&R.Slabakova.2015.Object drop in L3 acquisition[J].International Journal of Bilingualism 19(5):483-498.
Hall,C.J.,D.Newbrand,P.Ecke,U.Sperr,V.Marchand&L.Hayes.2009.Learners’implicit assumptions about syntactic frames in new L3 words:The role of cognates,typological proximity and L2 status[J].Language Learning 59(1):153-202.
Hammarberg,B.2001.Roles of L1 and L2 in L3 production and acquisition[C].In J.Cenoz,B.Hufeisen&U.Jessner.Cross-linguistic Influence in Third Language Acquisition:Psychololinguistic Perspectives.Clevedon:Multilingual Matters Ltd.21-41.
Herdina,P.&U.Jessner.2000.The dynamics of third language acquisition[C].In J.Cenoz&U.Jessner.English in Europe:The Acquisition of a Third Language.Clevedon:Multilingual Matters Ltd.84-98.
Hermas,A.2014.The categorization of the relative complementizer phrase in third language English:A feature re-assembly account[J].International Journal of Bilingualism 19(5):587-607.
Hoffmann,C.2000.The spread of English and the growth of multilingualism with English in Europe[C].In J.Cenoz&U.Jessner.English in Europe:The Acquisition of a Third Language.Clevedon:Multilingual Matters Ltd.1-21.
Hsu,H.2014.Effects of bilingualism and trilingualism in L2 production:Evidence from errors and self-repairs in early balanced bilingual and trilingual adults[J].Journal of Psycholinguistic Research 43(4):357-379.
Jaensch,C.2010.L3 acquisition of German adjectival inflection:A generative account[J].Second Language Research 27(1):83-105.
Jessner,U.2008a.A DST Model of multilingualism and the role of metalinguistic awareness[J].The Modern Language Journal 92(2):270-283.
Jessner,U.2008b.Teaching third languages:Findings,trends and challenges[J].Language Teaching 41(1):15-56.
Mayer,M.1969.Frog,Where Are You?[M].New York:Dial Books for Young Readers.
Mayer,M.&M.Mayer.1971.A Boy,a Dog,a Frog and a Friend[M].New York:Dial Books for Young Readers.
Mc Donough,K.&P.Trofimovich.2011.Using Priming Methods in Second Language Research[M].Bejing:Foreign Language Teaching and Research Press.
Ortega,M.&M.L.Celaya.2013.“El gos es a dins del basket”:Lexical CLI in L3 Catalan by LIEnglish-speaking learners[J].Revista Espanola de Linguistica Aplicada 26:409-432.
Philipson,R.&T.Skutnabb-Kangas.2013.Linguistic imperialism and endangered languages[C].In T.K.Bhatia&W.C.Ritchie.The Handbook of Bilingualism and Multilingulism.Oxford:Blackwell Publishing Ltd.495-516.
Poplack,S.1981.Syntactic structure and social function of code-switching[C].In R.Duran.Latino Discourse and Communicative Behaviour.Norwood,NJ:Ablex.169-184.
Ringbom,H.1987.The Role of L1 in Foreign Language Learning[M].Clevedon:Multilingual Matters.
Rothman,J.2011.L3 syntactic transfer selectivity and typological determinacy:The typological primacy model[J].Second Language Research 27(1):107-127.
Rothman,J.&J.C.Amaro.2010.What variables condition syntactic transfer?A look at the L3initial state[J].Second Language Research 26(2):189-218.
Sanchez,L.2015.L2 activation and blending in third language acquisition:Evidence of crosslinguistic influence from the L2 in a longitudinal study on the acquisition of L3 English[J].Bilingualism:Language and Cognition 18(2):252-269.
Sanz,C.2000.Bilingual education enhances third language acquisition:Evidence from Catalonia[J].Applied Psycholinguistics 21(1):23-44.
Simon,E.&T.Leuschner.2010.Laryngeal systems in Dutch,English,and German:A contrastive phonological study on second and third language acquisition[J].Journal of Germanic Linguistics 22(4):403-424.
Soler,E.A.2012.Teachability and bilingualism effects on third language learners’pragmatic knowledge[J].Intercultural Pragmatics 9(4):511-541.
崔占玲、张积家,2008,藏-汉-英三语者语言联系模式探讨[J],《心理学报》(3):208-219。
道布,998,中国的语言政策和语言规划[J],《民族研究》(6):42-52。
范琳、李绍山,2013,汉-英-日三语者语言产出过程中语码转换抑制加工--基于刺激反应设置影响的研究[J],《外语教学与研究》(1):58-68。
李荣,1989,汉语方言的分区[J],《方言》(4):241-259。
李宇明,2008,语言资源观及中国语言普查[J],《郑州大学学报》(哲学社会科学版)(1):5-7。
李宇明,2011,中国少数民族语言文字规范化信息化报告[M],北京:民族出版社。
倪传斌,2012,外语磨蚀的影响因素研究[M],北京:世界图书出版公司北京公司。
倪传斌、张之胤,2011,三语对二语词汇识别的影响[J],《外语与外语教学》(6):30-34。
瞿霭堂,2014,中国少数民族语言文字使用情况的调查和研究[J],《民族翻译》(4):5-19。
热比古丽·白克力、雷志明、闻素霞,2011,维吾尔族三语者的非熟练第三语言的概念表征特征[J],《心理学探新》(2):150-153。
孙鑫、李伟,2014,不同三语学习者的语义通达机制对比研究[J],《外语与外语教学》(3):49-54。
王瑞明、张洁婷、李利、莫雷,2010,二语词汇在双语者三语词汇语义通达中的作用[J],《心理科学》(4):853-856。
魏晖,2015,“一带一路”与语言互通[J],《云南师范大学学报》(哲学社会科学版)(4):43-47。
吴白音那、文秋芳,三语教师课堂语码转换结构类型与功能分布特征研究[J],《外语学刊》(5):106-111。
杨玉,2015,民、汉、英三语背景下云南少数民族大学生语言态度研究[J],《贵州民族研究》(8):237-240。
原源、范庆江、原一川,2014,“三语背景”下云南跨境民族学生国家认同与民族认同研究[J],《学术探索》(6):105-110。
曾丽,2011,儿童三语习得中元语言意识的发展对我国少数民族外语教育政策制定的启示[J],《外语教学与研究》(5):748-755。
曾丽、李力,2010,对“三语习得”作为独立研究领域的思考[J],《外语与外语教学》(2):6-9。
张培,2013,理论欲求与混合方法设计[J],《中国外语》(2):90-93。
赵世举,2015,“一带一路”建设的语言需求及服务对策[J],《云南师范大学学报》(哲学社会科学版)(4):36-42。
1.本文的讨论主要围绕但不限于这87篇论文。