本文選題：元語(yǔ)言意識(shí) + 三語(yǔ)學(xué)習(xí)者��； 參考：《山東農(nóng)業(yè)大學(xué)》2013年碩士論文

【摘要】：三語(yǔ)習(xí)得是一個(gè)相對(duì)較新的應(yīng)用語(yǔ)言學(xué)研究領(lǐng)域，是以心理語(yǔ)言學(xué)和社會(huì)語(yǔ)言學(xué)為基礎(chǔ)發(fā)展而來(lái)的。以往的研究結(jié)果表明在特定條件下，額外學(xué)習(xí)一種語(yǔ)言不僅對(duì)語(yǔ)言能力的發(fā)展，而且對(duì)認(rèn)知和社交能力的發(fā)展都有益處。并且兩種語(yǔ)言能力的發(fā)展可以提高元語(yǔ)言意識(shí)水平和其它認(rèn)知能力水平。根據(jù)Bialystok和Ryan的觀點(diǎn)，元語(yǔ)言意識(shí)包括兩個(gè)認(rèn)知過(guò)程：分析和控制。雙語(yǔ)者具有普遍的控制優(yōu)勢(shì)；而在分析能力方面，只有那些兩種語(yǔ)言水平都高的雙語(yǔ)者才會(huì)在更側(cè)重分析性語(yǔ)言知識(shí)的任務(wù)中表現(xiàn)出優(yōu)勢(shì)。 然而，目前關(guān)于大學(xué)生三語(yǔ)學(xué)習(xí)者元語(yǔ)言意識(shí)的研究較少，大多數(shù)研究都是在歐洲語(yǔ)境中進(jìn)行的，在中國(guó)語(yǔ)境下針對(duì)大學(xué)生三語(yǔ)學(xué)習(xí)者的元語(yǔ)言意識(shí)的研究幾乎沒(méi)有。因此，本研究以以往研究成果為基礎(chǔ)，采用Bialystok的控制和分析理論對(duì)中國(guó)大學(xué)生三語(yǔ)學(xué)習(xí)者的元語(yǔ)言意識(shí)基本狀況進(jìn)行研究，，并探討這些三語(yǔ)學(xué)習(xí)者先前掌握的兩種語(yǔ)言的水平對(duì)其日后元語(yǔ)言意識(shí)的影響。具體研究問(wèn)題如下： （1）在大學(xué)學(xué)習(xí)一年半之后，大學(xué)生二語(yǔ)學(xué)習(xí)者和三語(yǔ)學(xué)習(xí)者的元語(yǔ)言意識(shí)水平如何？ （2）二語(yǔ)學(xué)習(xí)者和三語(yǔ)學(xué)習(xí)者的元語(yǔ)言意識(shí)水平在多大程度上存在差異？ （3）三語(yǔ)學(xué)習(xí)者先前掌握的兩種語(yǔ)言的語(yǔ)言水平與其元語(yǔ)言意識(shí)水平是否相關(guān)？ 本研究根據(jù)2011年山東省高等學(xué)校入學(xué)考試的英語(yǔ)和語(yǔ)文成績(jī)，從山東省的三所高校的大二學(xué)生中選出研究對(duì)象，其中三語(yǔ)學(xué)習(xí)者180人，二語(yǔ)學(xué)習(xí)者60人。三語(yǔ)學(xué)習(xí)者由60名英語(yǔ)專(zhuān)業(yè)學(xué)生，60名日語(yǔ)專(zhuān)業(yè)學(xué)生和60名朝鮮語(yǔ)專(zhuān)業(yè)學(xué)生組成。 研究設(shè)計(jì)以定量研究為主、定性研究為輔。在定量研究方面，使用元語(yǔ)言能力測(cè)試量表-3來(lái)衡量三語(yǔ)學(xué)習(xí)者和二語(yǔ)學(xué)習(xí)者的元語(yǔ)言意識(shí)水平。在定性研究方面，通過(guò)半結(jié)構(gòu)式訪(fǎng)談來(lái)了解研究對(duì)象對(duì)語(yǔ)言學(xué)習(xí)的意識(shí)和觀點(diǎn)。這部分結(jié)果作為定量研究的補(bǔ)充。 定量研究的數(shù)據(jù)均使用SPSS16.0軟件進(jìn)行分析和處理。描述性統(tǒng)計(jì)反映了研究對(duì)象的元語(yǔ)言意識(shí)現(xiàn)狀；通過(guò)獨(dú)立樣本t檢驗(yàn)探明了二語(yǔ)學(xué)習(xí)者和三語(yǔ)學(xué)習(xí)者元語(yǔ)言意識(shí)上的差異；采用皮爾遜相關(guān)分析考察了三語(yǔ)學(xué)習(xí)者先前掌握的兩種語(yǔ)言的水平與其元語(yǔ)言意識(shí)水平之間的關(guān)系；最后再次使用獨(dú)立樣本t檢驗(yàn)探明高水平三語(yǔ)學(xué)習(xí)者和低水平三語(yǔ)學(xué)習(xí)者在元語(yǔ)言意識(shí)上的差異。 研究結(jié)果表明：（1）中國(guó)高校大學(xué)生三語(yǔ)學(xué)習(xí)者元語(yǔ)言意識(shí)水平明顯高于二語(yǔ)學(xué)習(xí)者；（2）三語(yǔ)學(xué)習(xí)者的元語(yǔ)言意識(shí)和他們先前掌握的兩種語(yǔ)言的語(yǔ)言水平存在顯著正相關(guān)關(guān)系，但相關(guān)系數(shù)偏低；（3）高水平三語(yǔ)學(xué)習(xí)者和低水平三語(yǔ)學(xué)習(xí)者在元語(yǔ)言意識(shí)方面存在顯著差異，前者具有顯著的元語(yǔ)言意識(shí)優(yōu)勢(shì)。
[Abstract]:Third language acquisition (SLA) is a relatively new field of applied linguistics, which is based on psycholinguistics and sociolinguistics.Previous studies have shown that extra language learning is beneficial not only to the development of language competence but also to the development of cognitive and social abilities under certain conditions.And the development of two language abilities can improve the level of meta-language awareness and other cognitive abilities.According to Bialystok and Ryan, meta-linguistic consciousness consists of two cognitive processes: analysis and control.Bilinguals have a general control advantage, while in terms of analytical ability, only those bilinguals with high proficiency in both languages will have an advantage in the task of focusing more on analytical language knowledge.However, there are few researches on the meta-linguistic awareness of college students. Most of the studies are carried out in the European context, but there is little research on the meta-linguistic awareness of college students in the Chinese context.Therefore, based on the previous research results, this study uses Bialystok's control and analysis theory to study the basic status of Chinese college students' meta-linguistic awareness.This paper also discusses the influence of the proficiency of these two languages on their meta-linguistic awareness in the future.Specific research issues are as follows:(1) after one and a half years of college study, what is the level of metalinguistic awareness of second and third language learners among college students?(2) to what extent are there differences in the level of metalinguistic awareness between L2 and L3 learners?(3) is the level of language proficiency of the two languages previously mastered by trilingual learners relevant to their level of meta-linguistic awareness?According to the English and Chinese scores of Shandong Province College entrance examination in 2011, the research subjects were selected from the sophomore students of three universities in Shandong Province, including 180 trilingual learners and 60 second language learners.Trilingual learners consist of 60 English majors, 60 Japanese majors and 60 Korean majors.The research design is based on quantitative research, while qualitative research is secondary.In quantitative research, the meta-language proficiency scale-3 was used to measure the level of metalinguistic awareness of L3 and L2 learners.In terms of qualitative research, semi-structured interviews are used to understand the subjects' awareness and views on language learning.This part of the results as a supplement to the quantitative study.The quantitative data are analyzed and processed by SPSS16.0 software.Descriptive statistics reflect the status of meta-linguistic awareness of the subjects, and the differences in meta-linguistic awareness between L2 and trilingual learners are explored by independent sample t-test.Pearson correlation analysis is used to examine the relationship between the level of the two languages previously mastered by trilingual learners and their level of metalinguistic awareness.Finally, the independent sample t test was used to find out the differences of meta-linguistic awareness between high-level and low-level trilingual learners.The results show that the level of meta-linguistic awareness of Chinese college students is significantly higher than that of second language learners. There is a significant positive correlation between the meta-linguistic awareness of trilingual learners and the language proficiency of their previous two languages.However, the correlation coefficient is relatively low. (3) there are significant differences between the high level trilingual learners and the low level trilingual learners in meta-linguistic awareness, and the former has significant meta-linguistic awareness advantages.
【學(xué)位授予單位】：山東農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H09

【參考文獻(xiàn)】

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本文編號(hào)：1753720