母语思维与第二语言输出质量的关系 ——对6名中国大学英语专业学生汉译英过程的实证研究

论文摘要

Long和Richards在为Odlin（1989）的《语言迁移》（Language Transfer）一书所作的序中指出：“至少一个世纪以来，语言迁移一直是应用语言学、二语习得和语言研究的中心问题”。作为语言迁移研究的核心问题，母语对第二语言学习的影响这一问题尚存争议，很多问题亟待解决。以前的研究主要着眼于目的语输出的结果，研究者倾向于将母语对二语学习的影响认定为“非正即负”。最近二十年来，一些研究者将视线转而投向二语输出的过程，该方面的实证研究却只集中在对学生第二语言写作过程的探索，鲜有基于汉译英过程的研究，本文尝试进行此方面的探索。参与此次实验的12名学生来自太原师范学院外语系四年级，最终选定其中6名作为最终实验受试。笔者运用有声思维（think-aloud）的方法记录了6名以汉语为第一语言（母语）的英语专业学生汉译英的全部思维过程，其目的是为了揭示母语思维与汉译英能力之间的关系。经笔者分析研究，在汉译英过程中，母语的主要功能为转换中介、内容生成中介、形式检索中介、内容验证中介和程序管理中介。这一发现与文秋芳和郭纯洁在其1998年进行的基于高中生英语看图作文过程的研究中对母语功能的论述相符合。实验结果表明母语思维的参与量与汉译英成绩之间呈负相关。虽然高分组在总体上比低分组少用母语思维，但该组比低分组多使用中文作为转换中介和内容验证中介，少用中文作为内容生成中介、形式检索中介和程序管理中介。就使用中文的平均长度而言，高分组用于转换中介和内容验证中介的中文平均长度比低分组长，但用于内容生成中介和形式检索中介的中文平均长度比低分组短。实验充分印证了在已获得知识中寻求联系是大脑的特性，母语的作用不可避免，而且母语影响也是一个动态过程而不是结果，不仅仅是一种干扰或者对本族语的依赖。由于样本人数少，以上结果只为大样本的研究提供假设。

论文目录

Abstract

内容摘要

Chapter One Introduction

1.1 General description of the study

1.2 The need for the study

1.3 The overall structure of the thesis

Chapter Two Literature Review

2.1 An examination of the research topic in the light of the theoretical perspective

2.1.1 Conceptual definitions of key terms

2.1.1.1 L1 （Mother Tongue） Influence and Language Transfer

2.1.1.2 The process of Chinese-English translation

2.1.1.3 Think-aloud method

2.1.2 A chronological review of the Major Frameworks of the studies of L1 Influence

2.1.2.1 Contrastive Analysis Hypothesis under Behaviorist Framework

2.1.2.2 Markedness Theory of Chomskyan Universal Grammar

2.1.2.3 L1 influence under cognitive framework

2.1.2.4 Studies of L1 influence on the results of L2 production

2.1.2.5 Studies of L1 influence on the process of L2 production

2.1.3 Theories concerning the relationship between language and thinking

2.1.3.1 Vygotsky's ideas about language and thinking

2.1.3.2 The discussion about Sapir-Whorfian Hypothesis

2.1.3.3 Theories of language transfer

2.1.3.4 Theories of L2 writing

2.1.3.5 Theories concerning think-aloud protocol analysis

2.2 A description of related empirical studies with evaluating comments

2.2.1 Empirical Studies of L2 Writing Process

2.2.2 The effects of L1 writing strategies on FL/L2 writing

2.2.3 The effects of L1 writing strategies on F1/L2 essay writing

2.2.4 Studies concerning the process of Chinese-English translation

2.3 A conceptual framework of the present study

2.3.1 Rumelhart, McClelland, and PDP （Parallel Distributed Processing） Research Group's PDP Theory

2.3.2 Application of PDP Theory to Language Acquisition Research

2.3.3 Adoption of PDP Theory as the Framework of the Study

Chapter Three Methodology

3.1 General introduction of the design of the present study

3.2 Research question

3.3 Hypothesis

3.4 Method

3.4.1 Subjects

3.4.2 Instruments

3.4.2.1 Think-aloud protocol of each subject

3.4.2.2 Graph-describing and commenting translating task

3.4.2.3 The rating scale of the translations

3.4.2.4 Post-translating questionnaire to elicit data

3.4.3 Research Procedure

3.4.3.1 Think-aloud training process

3.4.3.2 Translating process

3.4.3.3 Data-collecting process

3.4.4 Data-analysis

3.4.4.1 The reliability and validity of the think-aloud data

3.4.4.2 Rating of the translations

3.4.4.3 The coding of the think-aloud protocols

3.4.4.4 The comparison between the high-score group and the low-score group

Chapter Four Results and Discussion

4.1 Introduction

4.2 The Effects of L1 （Chinese） use on L1-to-L2 （Chinese-English） translation

4.2.1 Statistical analysis of correlation between L1 （Chinese） use and performance of L1-to-L2 Chinese-English translation

4.2.2 Illustration of the effects of L1 use on the process of L1-to-L2（Chinese-English） translation

4.3 Functions of L1 in the process of Chinese-English translation

4.3.1 Static description of functions of L1

4.3.1.1 Medium of Transformation

4.3.1.2 Medium of Generating ideas

4.3.1.3 Medium of Retrieving L2 forms

4.3.1.4 Medium of Confirmation

4.3.1.5 Medium of Controlling the L1-to-L2 translating process

4.3.2 Dynamic description of functions of L1

4.4 Differences between the high-mark group and the low-mark group

4.4.1 The difference in the number of functions of L1

4.4.2 The difference in the proportions of Chinese words （out of the total of Chinese words used in each function）

4.4.3 The frequency of appearance of L1 functions and the average length of Chinese expressions used

4.5 Consistency of the Research Results with the PDP Theory

Chapter Five Conclusion

5.1 Major findings

5.2 Implications

5.3 Limitations of the study

5.4 Recommendations for future research

References

Appendix A Pre-Test Survey: English proficiency survey

Appendix B The Classic Chinese Passage Used for Think-aloud Demonstration

Appendix C Chinese Passage Used in This Study for Subjects to Translate into English

Appendix D Post-translating Questionnaire

Appendix E Rating Scale of Translation （from Chinese into English） in TEM-8

Appendix F Subject A's think-aloud protocol

Appendix G The translation by Subject A

母语思维与第二语言输出质量的关系 ——对6名中国大学英语专业学生汉译英过程的实证研究

论文摘要

论文目录

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