摘要
本研究以认知语言学的范畴化理论为基础,考察目标语的语内认知因素、语际认知因素和学习者语言水平对英语空间介词语义习得的影响。语内认知因素指的是英语内部各空间范畴之间在语义特征上的区别与联系,而语际认知因素则指英、汉语在空间范畴化上的异同。共174名中国学生和58名英语本族语人参加了本实验。结果表明,目标语内部各空间范畴之间的语义共享以及目标语和母语在空间范畴化上的差异这两个因素都会给学习者带来一定的困难,但当这两个因素交互作用时,会大大增加习得难度;而且,当范畴A的核心成员与范畴B的非核心成员共享某些语义特征时,中国受试往往把范畴B的非核心成员错误地归入范畴A,但却很少会把范畴A的核心成员错划入范畴B,这体现了语义成员的典型性因素的作用。本研究还发现,二语学习者的空间语义知识的发展与他们的整体语言能力的提高并不完全同步。
This paper reports on a study applying the categorization theory of cognitive linguistics to investigating the influence of three variables on the learning of English spatial prepositional semantics.The three variables include learners' L2 proficiency,the L2 intralingual factors which refer to semantic similarities and differences between English spatial categories,and the interlingual factors which refer to spatial categorization correspondence and disparities across English and Chinese.The results showed that the semantic similarities between L2 spatial categories and the L1-L2 categorization differences tended to confuse learners and that the interaction of these two variables greatly increased learning difficulty.When the non-core members of an L2 prepositional category share spatial features with the core members of a neighboring category,the learners tended to classify the members of the former category as members of the latter category,but not the other way round.Thus,prototypicality effect obtained.Furthermore,the learners' spatial knowledge did not always develop in tandem with their L2 proficiency.
出处
《现代外语》
CSSCI
北大核心
2007年第2期173-183,共11页
Modern Foreign Languages
