论迁移中国英语学习者词汇习得中概念双向迁移实证

论文导读：
摘要：迁移是指一种语言对另一种语言产生的影响。对于语言迁移的探讨已经超出语言本身的范畴深入到了语言的认知基础层面上。本论文在体验主义语言观框架下,调查了中国学生对常见物体的命名方式和命名范围,旨在探寻概念正向迁移(汉语影响英语)情况,比较不同水平的英语学习者概念迁移几率,验证高水平英语学习者反向迁移(英语影响汉语)的发生。本论文探讨了不同英语水平的中国学生对常见的三组物体的命名方式和命名范围。这三组物体分别包括20个物体。四组受试者参加了本次探讨：两组制约组分别为20个英语本族语者和20个汉语本族语者；两个实验组分别由以30个南京理工大学英语专业探讨生构成的高水平组和由30个南京交通职业学院非英语专业一年级学生构成的低水平组。本次实验利用了图片命名和问卷调查的形式采集数据。数据浅析结果表明：在物体领域,中国英语学习者和英语本族语者的物体命名有很大不同,这种不同体现出由于母语概念系统的影响而产生的概念迁移,即正向迁移；不同水平的学习者显示出在物体命名上的差别,高水平英语学习者比低水平英语学习者体现出较少的母语概念迁移；高水平英语学习者体现出反向迁移的走势。本次探讨的结果可以被认为是二语词汇学习中的概念双向迁移的证据。本探讨认为看似相关的物体范畴和翻译等价词潜在的不一致的概念表征值得关注,这将有利于外语教学。关键词：概念迁移论文物体论文体验主义论文词汇学习论文
本论文由www.7ctime.com,需要论文可以联系人员哦。摘要5-6
Abstract6-7
Contents7-9
List of Figures and Tables9-10
Chapter One Introduction10-14

1.1 Research Background10-11

1.2 Significance of the Study11-12

1.3 Research Questions12

1.4 The Significance of This Study12-14

Chapter Two Literature Review and Theoretic Framework14-28
2.1 A Review of Conceptual Traner Studies14-24
2.

1.1 Conceptual Traner14-16

2.1.2 Conceptual Traner and Semantic Traner16-18
2.

1.3 Directionapty of Traner18-19

2.1.4 Previous Studies of Conceptual Trane19-24
2.1.4.1 Conceptual Traner and Second Language Acquisition19-21
2.1.4.2 Previous studies of conceptual traner in the object domain21-24

2.2 Theoretic Framework24-28

2.1 Experientiap24-25

2.2 Language-mediated Concepts25-28

Chapter Three Research Design28-34

3.1 Research Hypothesis28-29

3.2 Method29-34

3.

2.1 Subjects29

3.

2.2 Material29-31

3.

2.1 Objects Named29-31

3.

2.2 Strategy Report Questionnaire31

3.

2.3 Procedure31-34

Chapter Four Results and Discussion34-47
4.1 Differences in Categories of Chinese and Engpsh34-35
4.2 Forward Traner in Chinese Learners' Engpsh Vocabulary Learning35-42
4.2.1 Engpsh Category with Pr论文导读：nerinChineseLearners'EngpshVocabularyLearning44-47ChapterFiveConclusions47-495.1MainFindings475.2LimitationsofthePresentResearch47-485.3Imppcations48-49Acknowledgements49-50Bibpography50-54Appendix54-56上一页12
ecise Chinese Counterpart36-40
4.

2.2 Engpsh Category Range40-42

4.3 Congruity between the Amount of Traner and L2 Proficiency Level42-44
4.

3.1 Famiparity with the Stimup42

4.

3.2 Naming Range and Naming Patterns42-44

4.4 Reverse Traner in Chinese Learners' Engpsh Vocabulary Learning44-47
Chapter Five Conclusions47-49

5.1 Main Findings47

5.2 Limitations of the Present Research47-48

5.3 Imppcations48-49

Acknowledgements49-50
Bibpography50-54
Appendix54-56