摘要
基于Web of ScienceTM核心合集及CNKI数据库中收录的以该理论取向的二语发展研究为主题的国内外文献数据(1997—2017年),借用CiteSpace5.1绘制科学知识图谱,进行聚类分析、突变词分析、关键词分析,对比国内外该理论指导下二语动态发展研究在核心领域与热点演进的共性与差异。研究发现近20年来国内外相关研究核心领域主要涉及理论内涵与方法论、学习者语言系统与学习者个体差异;研究热点演进路径均由理论建构到实证探究,国内多讨论混沌,国外则多关注涌现;国内相关研究发展较国外明显滞后,实证成果不足;教师身份、课堂环境及自主学习可拓展为国内研究的新热点。
Based on the core collection of Web of Science TM and the domestic and international literature data (1997-2017) which takes the theory of L2 development research as the theme in the CNKI database, this paper draws scientific knowledge maps by using CiteSpace5.1, takes the analysis on cluster, mutation, key keyword, and makes a comparison on the commonalities and differences in the core field and the hotspot evolution of the second language dynamic development research under the guidance of this theory at home and abroad. The research findings are listed as the following: the core areas of relevant research at home and abroad in the past 20 years mainly involve theoretical connotation and methodology, learner language system and learner individual differences;the path of research hotspot evolution is from theoretical construction to empirical exploration;the domestic research mainly discusses of chaos, while the research in foreign countries pays more attention to emerging;the development of relevant domestic research is lagging behind foreign countries with insufficient empirical results;the new hotspots in domestic research can be expanded into the domain of teacher identity, classroom environment and independent learning.
作者
刘茜
陈珊珊
闫正坤
Liu Qian;Chen Shanshan;Yan Zhenggun(School of Arts,Anhui Finance and Economics University,Bengbu 233030,China;School of Education,University of Wisconsin-Madison,Wisconsin-Madison,53705,USA;School of Foreign Languages,Suzhou University,Suzhou 234000,China)
出处
《黑河学院学报》
2019年第9期155-159,共5页
Journal of Heihe University
基金
安徽省高等学校质量工程试点项目“大学英语精读1智慧课堂”(2017ZHKT007)
安徽省高校优秀青年人才支持计划项目“应用型本科院校商务英语专业人才培养模式研究”(GXYQ2018100)
安徽财经大学校级科研项目“基于心理认知结构的二语阅读熔断效应研究”(ACKY1863)
国家级大学生创新训练项目“大学生学术论文不端影响因素分析及预防机制构建与效果检验”(201910378303))
