中國(guó)英語(yǔ)學(xué)習(xí)者英漢算術(shù)思維過(guò)程對(duì)比研究
發(fā)布時(shí)間：2019-05-07 13:27
【摘要】：外語(yǔ)學(xué)習(xí)者學(xué)習(xí)外語(yǔ)過(guò)程中母語(yǔ)思維和外語(yǔ)思維的使用是外語(yǔ)界學(xué)者們較為關(guān)注的問(wèn)題。有學(xué)者認(rèn)為外語(yǔ)學(xué)習(xí)者須摒棄母語(yǔ)思維,以更好地習(xí)得外語(yǔ);也有研究發(fā)現(xiàn)母語(yǔ)思維有助于外語(yǔ)學(xué)習(xí)。為進(jìn)一步了解中國(guó)外語(yǔ)學(xué)習(xí)者在外語(yǔ)學(xué)習(xí)過(guò)程中母語(yǔ)思維和外語(yǔ)思維的作用,本研究依據(jù)語(yǔ)言與思維的關(guān)系等理論,以中國(guó)英語(yǔ)學(xué)習(xí)者為受試者,并把受試者分為三組:初級(jí)英語(yǔ)學(xué)習(xí)者、中級(jí)英語(yǔ)學(xué)習(xí)學(xué)者、高級(jí)英語(yǔ)學(xué)習(xí)者。研究工具為可進(jìn)行定量分析的分別用英語(yǔ)和漢語(yǔ)表述的算術(shù)四則運(yùn)算題,并附有可定性分析的問(wèn)題。研究工具設(shè)計(jì)為調(diào)查問(wèn)卷的形式,在不同時(shí)間對(duì)不同受試者進(jìn)行測(cè)試,受試者記錄完成測(cè)試的時(shí)間,并回答問(wèn)題,描述計(jì)算過(guò)程中的心理活動(dòng)和思維過(guò)程。調(diào)查完成后對(duì)問(wèn)卷進(jìn)行定量和定性分析,研究發(fā)現(xiàn):1.受試者的英、漢算術(shù)時(shí)間存在顯著性差異;2.受試者運(yùn)算以英語(yǔ)表述算術(shù)題的速度與準(zhǔn)確率均低于運(yùn)算以漢語(yǔ)表述算術(shù)題的速度與準(zhǔn)確率;3.受試者以漢語(yǔ)、英語(yǔ)運(yùn)算的時(shí)間差異主要在于學(xué)生在用英語(yǔ)運(yùn)算的過(guò)程中把英語(yǔ)翻譯成漢語(yǔ);4.縱向?qū)Ρ劝l(fā)現(xiàn)高水平的英語(yǔ)學(xué)習(xí)者比低水平的學(xué)習(xí)者以英語(yǔ)運(yùn)算的速度快;5.中國(guó)英語(yǔ)學(xué)習(xí)者的英語(yǔ)思維能力與其英語(yǔ)的熟練程度有關(guān)。研究結(jié)果表明:一方面,受母語(yǔ)環(huán)境與文化背景的影響,外語(yǔ)學(xué)習(xí)者學(xué)習(xí)、使用外語(yǔ)主要是借助于母語(yǔ),母語(yǔ)的作用較大。學(xué)習(xí)者在使用外語(yǔ)時(shí)存在翻譯的過(guò)程,即把外語(yǔ)翻譯成母語(yǔ),以母語(yǔ)思維完成交際過(guò)程。翻譯是外語(yǔ)學(xué)習(xí)者重要的學(xué)習(xí)方法。另一方面,外語(yǔ)思維可以培養(yǎng)。雖然外語(yǔ)學(xué)習(xí)者難以達(dá)到外語(yǔ)本族語(yǔ)者的水平,但隨著外語(yǔ)水平的提高,其對(duì)外語(yǔ)的使用較為熟練,翻譯過(guò)程的時(shí)間減少,會(huì)逐漸接近于外語(yǔ)思維。從母語(yǔ)思維到外語(yǔ)思維類似于中介語(yǔ)的發(fā)展,是一個(gè)無(wú)限接近的過(guò)程。當(dāng)學(xué)習(xí)者母語(yǔ)與外語(yǔ)之間的翻譯過(guò)程的時(shí)間較短時(shí),能夠表明學(xué)習(xí)者具有外語(yǔ)思維的能力。本研究可以為我國(guó)的外語(yǔ)教學(xué)帶來(lái)啟示:從我國(guó)的外語(yǔ)教育現(xiàn)狀看,學(xué)生多是在教室里學(xué)習(xí)英語(yǔ),較少接觸外語(yǔ)本族語(yǔ)者的語(yǔ)言與文化,外語(yǔ)的使用多限于課堂和應(yīng)試,外語(yǔ)思維的實(shí)現(xiàn)難以達(dá)到。因此,我國(guó)的外語(yǔ)教學(xué)須注重實(shí)際,調(diào)整教學(xué)模式,進(jìn)行外語(yǔ)綜合能力運(yùn)用的培養(yǎng)。另外,在教學(xué)上要采用多種教學(xué)方法,包括傳統(tǒng)的翻譯教學(xué)法,以達(dá)到更好的教學(xué)效果,培養(yǎng)學(xué)習(xí)者的外語(yǔ)思維能力。
[Abstract]:Foreign language scholars pay more attention to the use of mother tongue thinking and foreign language thinking in the process of learning a foreign language. Some scholars believe that foreign language learners should abandon their mother tongue thinking in order to acquire a foreign language better, and some studies have found that mother tongue thinking is helpful to foreign language learning. In order to further understand the role of Chinese foreign language learners in their mother tongue thinking and foreign language thinking in the process of foreign language learning, the present study is based on the theory of the relationship between language and thinking, in which Chinese English learners are selected as subjects. The subjects were divided into three groups: junior English learners, intermediate English learners and senior English learners. The research tool is a quantitative analysis of four arithmetic problems expressed in English and Chinese, together with a question of qualitative analysis. The research tool was designed as the form of questionnaire. Different subjects were tested at different times. The subjects recorded the completion time of the test and answered the questions to describe the psychological activities and thinking process in the calculation process. After the investigation was completed, the questionnaire was quantitatively and qualitatively analyzed, and the results of the study were as follows: 1. There is a significant difference in the arithmetic time between English and Chinese among the subjects; 2. The speed and accuracy of subjects' calculation in English is lower than that in Chinese; 3. The time difference between Chinese and English is mainly due to the students translating English into Chinese in the process of calculating in English; (4) the time difference between Chinese and English lies in the students' translation of English into Chinese. Longitudinal comparison found that high-level English learners were faster than low-level English learners. Chinese English learners' English thinking ability is related to their proficiency in English. The results show that: on the one hand, under the influence of mother tongue environment and cultural background, foreign language learners learn and use foreign language mainly through mother tongue, and mother tongue plays a more important role. When learners use a foreign language, there is a process of translation, that is, translating a foreign language into their mother tongue and completing the communicative process with their mother tongue thinking. Translation is an important learning method for foreign language learners. On the other hand, foreign language thinking can be cultivated. Although it is difficult for foreign language learners to reach the level of native language learners, with the improvement of foreign language level, their use of foreign languages is more proficient, and the time of translation process decreases, which will gradually approach to foreign language thinking. The development from native language thinking to foreign language thinking is similar to the development of interlanguage, which is an infinitely close process. When the process of translation between the mother tongue and the foreign language is short, it can show that the learner has the ability to think in a foreign language. According to the current situation of foreign language education in China, most students learn English in the classroom, less contact with the language and culture of native speakers, and the use of foreign languages is limited to classroom and exam-taking. The realization of foreign language thinking is difficult to achieve. Therefore, China's foreign language teaching should pay attention to the reality, adjust the teaching mode, and develop the comprehensive ability of foreign language teaching. In addition, a variety of teaching methods, including traditional translation teaching methods, should be adopted in order to achieve better teaching results and cultivate learners' ability of thinking in foreign languages.
【學(xué)位授予單位】：天津理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3
[Abstract]:Foreign language scholars pay more attention to the use of mother tongue thinking and foreign language thinking in the process of learning a foreign language. Some scholars believe that foreign language learners should abandon their mother tongue thinking in order to acquire a foreign language better, and some studies have found that mother tongue thinking is helpful to foreign language learning. In order to further understand the role of Chinese foreign language learners in their mother tongue thinking and foreign language thinking in the process of foreign language learning, the present study is based on the theory of the relationship between language and thinking, in which Chinese English learners are selected as subjects. The subjects were divided into three groups: junior English learners, intermediate English learners and senior English learners. The research tool is a quantitative analysis of four arithmetic problems expressed in English and Chinese, together with a question of qualitative analysis. The research tool was designed as the form of questionnaire. Different subjects were tested at different times. The subjects recorded the completion time of the test and answered the questions to describe the psychological activities and thinking process in the calculation process. After the investigation was completed, the questionnaire was quantitatively and qualitatively analyzed, and the results of the study were as follows: 1. There is a significant difference in the arithmetic time between English and Chinese among the subjects; 2. The speed and accuracy of subjects' calculation in English is lower than that in Chinese; 3. The time difference between Chinese and English is mainly due to the students translating English into Chinese in the process of calculating in English; (4) the time difference between Chinese and English lies in the students' translation of English into Chinese. Longitudinal comparison found that high-level English learners were faster than low-level English learners. Chinese English learners' English thinking ability is related to their proficiency in English. The results show that: on the one hand, under the influence of mother tongue environment and cultural background, foreign language learners learn and use foreign language mainly through mother tongue, and mother tongue plays a more important role. When learners use a foreign language, there is a process of translation, that is, translating a foreign language into their mother tongue and completing the communicative process with their mother tongue thinking. Translation is an important learning method for foreign language learners. On the other hand, foreign language thinking can be cultivated. Although it is difficult for foreign language learners to reach the level of native language learners, with the improvement of foreign language level, their use of foreign languages is more proficient, and the time of translation process decreases, which will gradually approach to foreign language thinking. The development from native language thinking to foreign language thinking is similar to the development of interlanguage, which is an infinitely close process. When the process of translation between the mother tongue and the foreign language is short, it can show that the learner has the ability to think in a foreign language. According to the current situation of foreign language education in China, most students learn English in the classroom, less contact with the language and culture of native speakers, and the use of foreign languages is limited to classroom and exam-taking. The realization of foreign language thinking is difficult to achieve. Therefore, China's foreign language teaching should pay attention to the reality, adjust the teaching mode, and develop the comprehensive ability of foreign language teaching. In addition, a variety of teaching methods, including traditional translation teaching methods, should be adopted in order to achieve better teaching results and cultivate learners' ability of thinking in foreign languages.
【學(xué)位授予單位】：天津理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3
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