面向汉语第二语言教学的学习者笔语词汇多样性变化规律研究
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摘要
文章基于两大自建语料库,从对比的角度考察了汉语第二语言学习者与汉语母语学习者词汇多样性的异同。研究表明:虽然从表面上看,汉语第二语言学习者与汉语母语学习者的笔语词汇多样性的数值差距不大,但分水平的调查显示,高级水平汉语第二语言学习者的多样性数值较高,掩盖了初、中级学习者词汇多样性不理想的事实。汉语第二语言学习者词汇多样性从初级到中级稳步增长,到了高级阶段迅速发展。汉语母语学习者的词汇多样性相对平稳,从三、四年级到五、六年级变化不大,从五、六年级到初一、初二年级有一定的增长。
Based on two self-built corpora,the similarities and differences of lexical diversity between Chinese second language learners and Chinese native learners are investigated from a contrastive point of view.The study has the following conclusions:on the surface,there is not much difference between Chinese second language learners and native Chinese learners in the diversity of written vocabulary,but the survey of different levels shows that the diversity of advanced Chinese second language learners is high,which masks the fact that the lexical diversity of elementary and middle level learners is not ideal.Lexical diversity of Chinese second language learners increases steadily from primary to middle level and develops rapidly at the advanced stage.The lexical diversity of Chinese native language learners is relatively stable,there is a little change from grade three and four to grade five and six,but there is a certain growth from grade five and six to grade one and two in the junior high school.
Based on two self-built corpora,the similarities and differences of lexical diversity between Chinese second language learners and Chinese native learners are investigated from a contrastive point of view.The study has the following conclusions:on the surface,there is not much difference between Chinese second language learners and native Chinese learners in the diversity of written vocabulary,but the survey of different levels shows that the diversity of advanced Chinese second language learners is high,which masks the fact that the lexical diversity of elementary and middle level learners is not ideal.Lexical diversity of Chinese second language learners increases steadily from primary to middle level and develops rapidly at the advanced stage.The lexical diversity of Chinese native language learners is relatively stable,there is a little change from grade three and four to grade five and six,but there is a certain growth from grade five and six to grade one and two in the junior high school.
引文
(1)Laufer,B.& P.Nation Vocabulary size & use:Lexical richness in L2 written production[J].AppliedLinguistics,1995,(16).
(2)Grobe,C.Syntactic maturity,mechanics,and vocabulary as predictors of quality ratings[J].Research in Teaching of English.1981,(15).
(3)Mc Namara,S.D.,M.M.Louwerse,P.M.Mc Carthy& A.C.Graesser.Coh-Metrix:Capturing linguistic features of cohesion[J].Discourse Processes,2010,(47).
(4)Yu,G.X.Lexical diversity in writing and speaking task performances[J].Applied Linguistics,2010,(31).
(5)Malvern,D.& B.J.Richards.Investigating accommodation in language proficiency interviews using anew measure of lexical diversity[J].Language Testing,2002,(19).
(6)Laufer,B.The development of L2 lexis in the expression of the advanced learner[J].The Modern Language Journal,1991,(4).
(7)Laufer,B.The development of L2 lexis in the expression of the advanced learner[J].The Modern Language Journal,1991,(4).
(8)马广惠.中美大学生英语作文语言特征的对比分析[J].外语教学与研究,2002,(5).
(9)陈默.汉语作为第二语言自然口语产出的复杂度、准确度和流利度研究[J].语言教学与研究,2015,(3).
(10)Arnaud,P.The lexical richness of L2 written productions and the validity of vocabulary tests[A].In Culhane,T .,C.Bradley & D.Stevenson(eds.).Practice and Problems in Language Testing:Papers from the International Symposium on Language Testing[C].Colchester:University of Essex,1984
(11)Malvern,D.& B.Richards.A new measure of lexical diversity[A].In Ryan,A.& A.Wray (eds.).Evolving Models of Language[C].Clevedon:Multilingual Matters.1997.
(12)Wolfe-Quintero,K.,Inagaki,S.&Kim,H.Y.Second Language Development in Writing:Measures of Fluency,Accuracy & Complexity[M].Hawaii University Press,1998.
(13)文秋芳.英语专业学生口语词汇变化的趋势与特点[J].外语教学与研究,2006,(3).
(14)Dewaele,M.Extraversion et richnesse lexicale dans deux styles d'interlangue francaise[J].ITL Review of Applied Linguistics,1993,(100) :87～105.
(15)Tweedie,F.& R.Baayen.How variable may a constant be?Measures of lexical richness in perspective[J].Computers & the Humanities,1998(3).
(16)Jarvis,S.Short texts,best-fitting curves and new measures of lexical diversity[J].Language Teating,2002,(19).
(17)文秋芳,胡健.中国大学生英语口语能力发展的规律与特点[M].外语教学与研究出版社,2010.
(18)黄立,钱旭菁.第二语言汉语学习者的生成性词汇知识考察——基于看图作文的定量研究[J].汉语学习,2003,(1).
(19)曹贤文,邓素娟.汉语母语和二语书面表现的对比分析——以小学高年级中国学生和大学高年级越南学生的同题汉语作文为例[J].华文教学与研究,2012,(2).
(20)陈默.汉语作为第二语言自然口语产出的复杂度、准确度和流利度研究[J].语言教学与研究,2015,(3).
(21)吴继峰.英语母语者汉语写作中的词汇丰富性发展研究[J].世界汉语教学,2016 ,(1).
(22)邓芳,郝美玲.基于“看图口语叙述”任务的泰国留学生词汇多样性发展研究[J].华文教学与研究,2017,(1).
(23)黄立,钱旭菁.第二语言汉语学习者的生成性词汇知识考察——基于看图作文的定量研究[J].汉语学习,2003,(1).
(24)学习者的汉语水平以学时为标准进行划分,初级水平学习者的学时少于960小时,中级水平学习者的学时在960～1920小时之间,高级水平学习者的学时在1920小时以上。
(25)中国中小学一般从三年级才涉及写作内容,因此,可以将其看作汉语母语学习者最初的笔语语料。
(26)邓芳,郝美玲.基于“看图口语叙述”任务的泰国留学生词汇多样性发展研究[J].华文教学与研究,2017,(1).
(27)黄立,钱旭菁.第二语言汉语学习者的生成性词汇知识考察——基于看图作文的定量研究[J].汉语学习,2003,(1).
(2)Grobe,C.Syntactic maturity,mechanics,and vocabulary as predictors of quality ratings[J].Research in Teaching of English.1981,(15).
(3)Mc Namara,S.D.,M.M.Louwerse,P.M.Mc Carthy& A.C.Graesser.Coh-Metrix:Capturing linguistic features of cohesion[J].Discourse Processes,2010,(47).
(4)Yu,G.X.Lexical diversity in writing and speaking task performances[J].Applied Linguistics,2010,(31).
(5)Malvern,D.& B.J.Richards.Investigating accommodation in language proficiency interviews using anew measure of lexical diversity[J].Language Testing,2002,(19).
(6)Laufer,B.The development of L2 lexis in the expression of the advanced learner[J].The Modern Language Journal,1991,(4).
(7)Laufer,B.The development of L2 lexis in the expression of the advanced learner[J].The Modern Language Journal,1991,(4).
(8)马广惠.中美大学生英语作文语言特征的对比分析[J].外语教学与研究,2002,(5).
(9)陈默.汉语作为第二语言自然口语产出的复杂度、准确度和流利度研究[J].语言教学与研究,2015,(3).
(10)Arnaud,P.The lexical richness of L2 written productions and the validity of vocabulary tests[A].In Culhane,T .,C.Bradley & D.Stevenson(eds.).Practice and Problems in Language Testing:Papers from the International Symposium on Language Testing[C].Colchester:University of Essex,1984
(11)Malvern,D.& B.Richards.A new measure of lexical diversity[A].In Ryan,A.& A.Wray (eds.).Evolving Models of Language[C].Clevedon:Multilingual Matters.1997.
(12)Wolfe-Quintero,K.,Inagaki,S.&Kim,H.Y.Second Language Development in Writing:Measures of Fluency,Accuracy & Complexity[M].Hawaii University Press,1998.
(13)文秋芳.英语专业学生口语词汇变化的趋势与特点[J].外语教学与研究,2006,(3).
(14)Dewaele,M.Extraversion et richnesse lexicale dans deux styles d'interlangue francaise[J].ITL Review of Applied Linguistics,1993,(100) :87～105.
(15)Tweedie,F.& R.Baayen.How variable may a constant be?Measures of lexical richness in perspective[J].Computers & the Humanities,1998(3).
(16)Jarvis,S.Short texts,best-fitting curves and new measures of lexical diversity[J].Language Teating,2002,(19).
(17)文秋芳,胡健.中国大学生英语口语能力发展的规律与特点[M].外语教学与研究出版社,2010.
(18)黄立,钱旭菁.第二语言汉语学习者的生成性词汇知识考察——基于看图作文的定量研究[J].汉语学习,2003,(1).
(19)曹贤文,邓素娟.汉语母语和二语书面表现的对比分析——以小学高年级中国学生和大学高年级越南学生的同题汉语作文为例[J].华文教学与研究,2012,(2).
(20)陈默.汉语作为第二语言自然口语产出的复杂度、准确度和流利度研究[J].语言教学与研究,2015,(3).
(21)吴继峰.英语母语者汉语写作中的词汇丰富性发展研究[J].世界汉语教学,2016 ,(1).
(22)邓芳,郝美玲.基于“看图口语叙述”任务的泰国留学生词汇多样性发展研究[J].华文教学与研究,2017,(1).
(23)黄立,钱旭菁.第二语言汉语学习者的生成性词汇知识考察——基于看图作文的定量研究[J].汉语学习,2003,(1).
(24)学习者的汉语水平以学时为标准进行划分,初级水平学习者的学时少于960小时,中级水平学习者的学时在960～1920小时之间,高级水平学习者的学时在1920小时以上。
(25)中国中小学一般从三年级才涉及写作内容,因此,可以将其看作汉语母语学习者最初的笔语语料。
(26)邓芳,郝美玲.基于“看图口语叙述”任务的泰国留学生词汇多样性发展研究[J].华文教学与研究,2017,(1).
(27)黄立,钱旭菁.第二语言汉语学习者的生成性词汇知识考察——基于看图作文的定量研究[J].汉语学习,2003,(1).
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