共查询到20条相似文献，搜索用时 531 毫秒
1.
二语习得的会话分析路径强调通过研究互动言谈和行为,了解二语学习者如何在会话中有效利用各类互动资源、创造二语练习时机并提高二语互动能力。该路径关注学习者如何在社会互动中发展第二语言,有助于深入揭示二语发展的社会建构机制。本文梳理会话分析应用于二语习得研究的背景,介绍CA-SLA的基本观点、方法特色及最新进展,同时讨论该路径的价值与不足。 相似文献
2.
以二语学习者中介语会话中的话语标记语OK为研究对象,重点探讨它在会话互动中的语用功能。借助语料,我们分析了OK在不同语境条件下的几种常见的语用功能:修补阻碍标记语、缓延标记语、衔接标记语、情感表达标记语等。对话语标记语OK的研究,旨在更好地认识二语学习者中介语会话特征,以进一步促进其中介语发展历程。 相似文献
3.
从宏观的视角,从语际语用学和二语习得的角度研究了在第二语言外语的习得过程中普遍存在的语用迁移现象。首先介绍了语用迁移的研究范畴问题,以及影响语用迁侈的一系列因素,接着借鉴大量国外的实证研究着重阐述了语用迁移的种种表现,最后根据Barrajav-Rohan的会话分析模式,讨论了教学社会文化知识的方法。 相似文献
4.
李清华 《外语教学理论与实践》2019,(2)
本文梳理二语习得、语用学和语用测评等领域对语用能力的研究,讨论语用能力、互动能力和互动语用能力的理论问题,指出二语语用能力研究正在经历从交际能力范式到互动能力范式的演变。基于"社会建构论"和"互动能力理论",笔者提出"二语互动语用能力"框架:在理论层面,二语互动语用能力包括交际目标和语境意义的协商能力、礼貌和身份的共建能力、跨文化能力和元语用能力等次能力;在操作层面,这些次能力表现为言语互动和副言语互动两个方面,前者指话题掌控、话轮操控、语列组织、话语调整、补救策略等,后者包括韵律知识、非言语交际知识及附和方式。本框架是对陈新仁(2009,2014)语用能力模式的拓展,对二语语用教学与测评具有指导意义。 相似文献
5.
人们在日常交际中经常使用反讽语,反讽语属于语用模糊的一种。语用模糊包括刻意言谈和随意言谈,随意言谈又包括非寓意句和寓意句,它本身也是语用模糊,而反讽语是寓意句中的一种。人们在交际的过程中是如何理解反讽语的呢？本文从语用模糊的角度,通过国元语用意识和关联理论对反讽语进行分析。 相似文献
6.
赵燕 《和田师范专科学校学报》2009,28(1):139-140
本文以言语交际中的话语标记语OK为研究对象,主要分析了它在会话互动中的语用功能。本文主要总结了OK在不同语境中的四种语用功能：缓和功能、提醒功能、回应功能以及信息修正功能。对OK的这种微观研究有助于二语学习者意识到诸如此类的话语标记语在交际中的实际作用,进一步揭示其在不同的语境中的动态性。 相似文献
7.
文章以言语交际中的话语标记语well为研究对象,分析了它在不同语境会话互动中的语用功能。通过认知推理和语境关联进一步揭示其隐含信息的动态性、人际情感作用。对well的这种微观研究有助于二语学习者意识到此类话语标记语在交际中的实际作用,理解在某种特定的语境中话语的意义。 相似文献
8.
话语标记语是电视访谈会话中常见而又容易被忽视的语言现象。以语言顺应论为理论工具分析电视访谈中的话语标记语,可发现它们在顺应语境的过程中主要发挥了四种语用功能,即表明个人态度、阐发前述信息、推进言谈、语用缓和。这些话语标记语是说话人在语言选择过程中顺应语境条件的标记,也是交际者的元语用意识的反映。 相似文献
9.
在认知语用学研究中,会话互动与理解是一个动态的心理认知过程,而话语标记语对这种互动与理解起着控制和引导的作用,有助于建立良好的会话交际。该研究基于英语本族语者语料库(British National Corpus)中的会话文本,统计并分析了阐述性话语标记语中常见的so,well,you know等词的的频率、使用位置及其各种语用功能,有助于英语学习者在会话中对阐述性标记语加以有效利用,从而提高口语的自然流利程度。 相似文献
10.
《武汉工程职业技术学院学报》2016,(2)
回顾了国内外语核心期刊2004-2014年发表的语际语用学研究成果,调研了语际语用学理论研究和实证研究的方法,理论研究涉及到语际语用学发展的历史研究、理论基础和方法及其发展前景,语用能力、影响语用能力的各种因素、语用失误、语用与教学、语用与翻译、语际语用学的认知研究;实证研究涉及到目标语言语行为、话语标记语的使用与习得法、二语习得中的会话分析、二语中指示语的习得、语用失误和语用迁移、语际语用能力、语用学与外语教学这七各方面。基于这十年的研究成果展望未来的语际语用学研究方法。 相似文献
11.
Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi‐level representational architecture. This study differentiates itself from previous research in that it investigates the relationship of both L1 and L2 reading spans to L2 reading comprehension, while taking into account two reading dimensions, namely, literal understanding and inferential comprehension. Findings reveal no significant difference between L1 and L2 storage capacities, although task processing in L1 is more accurate compared to that in L2. Generally, L1 and L2 processing tasks correlate positively as do L1 and L2 stoarge tasks. Finally, only L2 reading span has a meaningful relationship with L2 inferential comprehension. 相似文献
12.
Spanish-speaking learners of French, aged 9 to 11 years old, were tested after approximately 7months of French instruction to explore the contribution of phonological and syntactic awareness in L2 in 4 components of L2 reading, taking oral competence in L2 andreading in L1 into account. Phonological tasksin L2 better explain decoding. Word recognitionthrough the visual route is best explained bythe corresponding ability in L1. Sentencecomprehension is best explained by oralcompetence in L2, although it is stronglycorrelated with syntactic awareness. Finally,text comprehension is explained by thecorresponding ability in L1, althoughcorrelations with syntactic awareness and oralcompetence are strong. Theoretical implicationsare derived from these findings, and questionsrelative to the subjects' age and level ofbilingualism as well as methodological issuesare discussed. 相似文献
13.
Jianwei Xu 《高等教育研究与发展》2012,31(4):585-597
This article examines the role of agency for the English language development of three Chinese research students with high English proficiency sojourning in Australia. The focus is on the various approaches the learners employed to strengthen their sense of confidence in their language use in Australia. The data were obtained through in-depth interviews and organized into case-study reports. The findings demonstrate that in transitioning into the Australian linguistic and cultural community, all the learners actively sought different English-mediated activities and experiences in order to build the confidence necessary for a successful transition. The differences in their choices of activities were intimately linked with what they historically saw and established as significant achievement goals in and through English. In maintaining that the students' agency was an extension of their fundamental desires and goals for learning, this article provides insights into how second-language (L2) learners gain participation in the target community and the salience of their historical learning goals for L2 use and overall L2 development. 相似文献
14.
影响外语学习最主要的因素是情感和母语。情感是学习的发动机,出现障碍会导致学习的停顿。与母语不同之处因母语的固化而造成外语学习困难。判断外语教学法的优劣在于看它能否有效地克服两个因素引起的学习障碍。 相似文献
15.
Reading strategies of future professionals, both in native language (L1) and in one or more foreign languages (L2), have been little explored. Findings from research concerning the transfer of L1 reading strategies to the L2 context are contradictory. Our hypothesis is that relative performance in L1 and L2 reading is associated with two key variables involved in successful L2 reading comprehension: L1 reading proficiency and L2 language competency, the latter being the stronger predictor. 39 students were divided into three groups by strength or weakness on each independent variable. Their reading strategies, explored by questionnaire, were compared within and between groups, both in L1 and L2, and were correlated to text recall comprehension scores. Readers strong on both key variables were equally effective in both languages. Strong L1 readers weak in L2 were poor L2 readers but fared better than readers weak on both variables. General reading strategies differentiated efficient readers from poor ones both in L1 and L2, but specific problem-solving strategies were the main obstacle in L2. Comprehending – the process, or strategic approach employed – correlated very strongly with comprehension – the product, or score – in L2 and fairly strongly in L1. Pedagogical implications suggest individualised reading training in the light of relative difficulties. 相似文献
16.
Junko Yamashita 《Journal of Research in Reading》2002,25(1):81-95
The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency. 相似文献
17.
在研究考察二语熟练程度与双语句法表征的关系中,借鉴国外句法启动的经典实验范式,设计针对不同水平英语学习者的跨语言句法启动实验,结果我们发现,汉英存在不平衡的启动效应：L1-L2的效应大于L2-L1,高水平英语学习者的效应大于低水平,且随着英语熟练程度的提高汉英双语句法表征融合度更高、共享的层面更显著。 相似文献
18.
Richard L. Sparks Jon Patton Leonore Ganschow Nancy Humbach 《Reading and writing》2012,25(7):1599-1634
Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1?C5th grades, and then followed into 9?C10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students?? responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later. 相似文献
19.
《校园英语(教研版)》2014,(21):159-162
Rod Ellis claims that no theory of L2 acquisition is complete without an account of L1 transfer,which arouses much interest of phonetic linguists to probe into the Transfer Theory.In this paper,the negative transfer of Chinese upon English vowel learning is dwelled upon.The author carries out the study by examining the recording of some Chinese natives,and with the help of the computer-based Praat analysis,the author comes to the conclusion that to a large extent,Chinese has exerted a negative influence upon English vowel learning in terms of English monophthongs and diphthongs,which may contribute to English teaching as L2 in China. 相似文献
20.
对于线性非齐次微分方程L（y）=f（x）,当函数,（x）=ame^ms＋am-1e（m-1）x＋…＋a2e^2x＋a1e^x＋a0（m为整数,ai为常数,i=1,2,……,m）时,可通过自变量变换e^x=t,将线性非齐次微分方程L（y）=f（x）化为方程L（y）=amt^m＋am-1t^m-1＋…＋a2t^2＋a1t＋a0直接求其特解。 相似文献