本文選題：搭配視角 + 二語搭配習得的基本特點��； 參考：《外語學刊》2017年03期

【摘要】：搭配視角的選擇是二語搭配習得研究的基礎和關鍵,也是二語詞匯教學深入開展的重要方向。通過梳理不同視角下的搭配概念我們發(fā)現,以往研究提出的搭配概念并未以二語搭配習得的特點為立足點,因此使二語搭配習得研究的深度受到局限。本文通過二語與一語搭配習得的對比、分析,歸納出二語搭配習得的基本特點:(1)呈現出非程式化的語言輸入模式;(2)易受母語思維的影響;(3)學習者在二語搭配處理中語義分析的意向性較強。基于這些特點,參照相關理論,筆者提出以認知心理為視角的二語搭配觀。該搭配觀著眼于二語搭配作為獲得知識的心理動態(tài)實際,深化對于二語搭配概念的認識,客觀地剖析二語搭配習得過程中的內在因素。其意義在于順應搭配習得的基本特性,有利于探究二語搭配涉及的認知因素,能使二語搭配習得的特殊機制得到深刻、有力的闡釋,以促進二語搭配習得研究和二語詞匯教學的進一步發(fā)展。
[Abstract]:The choice of collocation perspective is the foundation and key of L2 collocation acquisition, and is also an important direction of L2 vocabulary teaching. By combing the collocation concepts from different perspectives, we find that the collocation concepts proposed in previous studies are not based on the characteristics of L2 collocation acquisition, so the depth of L2 collocation acquisition is limited. In this paper, a comparison between second language and first language collocation acquisition is carried out. The basic features of L2 collocation acquisition are summarized as follows: (1) A non-stylized language input model is presented. (3) L2 learners have a strong intentionality in semantic analysis in L2 collocation processing, which is susceptible to the influence of native language thinking. Based on these characteristics and referring to relevant theories, the author puts forward a view of second language collocation from the perspective of cognitive psychology. The collocation view focuses on L2 collocation as a psychological dynamic reality of acquiring knowledge, deepens the understanding of L2 collocation concept, and objectively analyzes the internal factors in L2 collocation acquisition. Its significance lies in the basic characteristics of adaptation collocation acquisition, which is helpful to explore the cognitive factors involved in L2 collocation, and to make the special mechanism of L2 collocation acquisition profound and powerful. In order to promote the study of second language collocation acquisition and the further development of second language vocabulary teaching.
【作者單位】： 清華大學;
【基金】：國家社科基金重大委托項目“語言大數據挖掘與文化價值發(fā)現”(14&ZH036)的子課題“語言智能系統(tǒng)教育實證與文化價值發(fā)現研究”的階段性成果
【分類號】：H09
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本文編號：1882665