摘要
以迁移理论为框架,主要考察在华留学生(被试)汉语习得与心理语言距离的相关性。研究发现被试的汉语水平与其心理语言距离不相关,被试的心理语言距离与其个性特征与文化移情能力正相关,被试的汉语水平则主要与语言接触、文化差异感知呈现互动关系。被试的心理语言距离一定程度上可以促进属格助词"的"结构的迁移,抑制迁移偏误,而异质性较高的名词化"的"结构的习得则在一定程度上受到被试的语言接触、交际网络等因素的影响。针对在华留学生的汉语教育应充分重视系统汉语教学中语言类型学及文化异同的比较与分析,增多高质量的自然语言接触机会,以期促进在华留学生的汉语习得以及汉语的国际传播。
The paper, based on the language transfer theory, probes mainly into the correlation between the Chinese language acquisition of the international students in China(the subjects) and their psychotypology. The study finds out that: firstly, the subjects’ perceived language distance(or psycholinguistics) of the Chinese language is not correlated with their Chinese language level, but with their aptitude of English as L1 or L2 instead;secondly, the affective factors and the cultural empathy have their positive impact upon the perceived language distance of the subjects, while the language exposure and the perceived cultural differences as behavioral and cognitive factors upon the Chinese language aptitude of the subjects;thirdly, the perceived language distance of the Chinese language, to a certain extent, triggers the possessive "de(的)" structure while the acquisition of the more heterogeneously nominalized "de(的)" structure is more likely to be correlated with the subjects’ language exposure and social networks. The study proposes that when teaching Chinese as a foreign language, instructors employ the comparative analysis of cultural factors, interwoven with the common properties and the structural diversity of languages, and increase and improve learners’ language exposure, so as to facilitate the subjects’ Chinese language acquisition, and hence, promote the "going-out" of the Chinese language and culture.
作者
夏蓉
XIA Rong(College of Foreign Studies,Wenzhou University,Wenzhou,China 325035)
出处
《温州大学学报（社会科学版）》
2020年第1期92-100,共9页
Journal of Wenzhou University：Social Science Edition
基金
教育部人文社会科学项目(2017JYA740057)
关键词
在华留学生
汉语习得
迁移
心理语言距离
International Students in China
Chinese Language Acquisition
Language Transfer
Psychotypology
