第二外语学习与英语学习及汉语的互相影响——以德语作为第二外语为例Word文件下载.docx

第二外语学习与英语学习及汉语的互相影响——以德语作为第二外语为例Word文件下载.docx

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本论文主要以二语习得现有的语言迁移和中介语为理论基础，以词源学、词汇学基本知识为辅佐，探讨了第二外语学习中词汇与语际距离之间的关系。

首先，问卷设计调查了英语为外语的学习者对第二外语学习的感受。

其次，对英语、中文和德语（第二外语）进行了词汇水平上的对比分析。

最后，从这些探究中得出结论，发现第二外语（德语）学习的效率和英语与德语之间语际距离的负相关性。

关键词：

第二外语学习；

语言迁移；

中介语；

语际距离

TheInteractionamongSecondForeignLanguageLearning,EnglishandFirstLanguage---TakeGermanasaSecondForeignLanguageasanExample

Abstract:

Studyonsecondforeignlanguagelearningisarelativelynewfield.Atthesametime,moreandmorepeoplestarttolearnasecondforeignlanguage.Atpresent,thereisnocompleteandsystematictheoryinthisfield.Andfewstudieshavebeenmaderelatingtoit.BasedonthetheoriesoflanguagetransferandinterlanguageintheSecondLanguageAcquisition（SLA）andsomebasicknowledgeofetymologyandlexicology,thispaperstudiestherelationshipbetweenvocabularyandlanguagedistanceinthesecondforeignlanguagelearning.QuestionnairesaredesignedfirsttoknowfromEFLlearnerswhattheirexperiencesareandthencontrastiveanalysisonwordlevelaremadeamongEnglish,ChineseandGerman（asasecondforeignlanguage）.Finally,aconclusionhasbeendrawnfromfindingsthattheeffectivenessoflearningsecondforeignlanguage（German）hasanegativecorrelationwiththelanguagedistancebetweenEnglishandGerman.

Keywords:

secondforeignlanguagelearning;

languagetransfer;

interlanguage;

interlanguagedistance

1.Introduction

Withtherapiddevelopmentofglobalization,moreandmoreChinesepeopleare

realizingtheimportanceoflearningasecondforeignlanguagebesidesEnglish.AsthebiggesteconomicentityinEuropeandanimportantpoliticalmemberininternationalsociety,GermanyhasbuiltmoretradeconnectionswithfastdevelopingChina.Therefore,moreandmoreChinesearestudyingGerman.However,fewlinguisticstudiestargetongroupofpeoplewhohavefullyacquiredtheirfirstlanguage（Chinese）,havecertainlevelofEnglish,andaregoingtolearnasecondforeignlanguage（German）.ThosegroupsofpeoplehavedifferentEnglishlanguageproficiencies.Therefore,ifwecanmakesomeresearchontheinteractionamongthesecondforeignlanguage,English,andone’sfirstlanguage,wewillhavesomenewideasandfindingsinthesecondlanguageacquisition,boththeoreticallyandpractically.Moreover,withthefindings,wecanprovidelanguagelearnerswithmoreefficientstudystrategies.

Comparedwiththegrowingdemandforthesecondforeignlanguagestudy,the

supplyoftheforeignlanguageeducationinChinaisvariousinqualities.NotonlyuniversitiesprovideforeignlanguageclassesfortheirEnglishmajorsandotherlanguagemajorsasthesecondforeignlanguage,someprivateeducationsystemsalsogivesuchkindofcourses.Althoughthefadoflearningasecondforeignlanguageandestablishingeducationinstitutionscancontributetothenurturingoflanguagetalents,thesystemofstudyandevaluationandthesupervisionofeducationqualityarestillnotestablishedyet.So,thestudyontheinteractionamongthesecondforeignlanguage,English,andourfirstlanguage,willprovideatheoreticalbaseonthethirdlanguagelearning.Andinturn,theoriesofthirdlanguagelearning,ortheoriesofthesecondforeignlanguage,willbroadenthescaleoflanguageacquisitionandgiveanextensiontothesecondlanguageacquisition.

Inaddition,thestudyofasecondforeignlanguageiscompulsoryforEnglishmajors.IthasbecomeaproblemforEnglishmajorsonhowtochooseapropersecondforeignlanguageandhowtolearnthesecondforeignlanguageefficientlywithoutinterveningEnglish.Therefore,forthosespecialgroupsofEnglishmajorswhoarealreadygoodusersofEnglish,thestudyofthethirdlanguageacquisitionwilltellthemwhatinfluencewillbewhenlearningathirdlanguage.Inthisway,wecanoffer

thoseEnglishmajorsbettersuggestionsandlearningstrategies.

Inthepresentstudy,firstly,previoustheoriesandhypothesiswillbegivengenerallythroughliteraturereview.Thispartshowswhatearlyscholarshavedone,whatquestionsstillremainedunsolved,andwhatthemostcontroversialproblemis.

Thosetheoriesandhypothesishavebeenclassifiedaccordingtotheirnatureandfocus.Theywillbedividedintotwomainparts:

theoriesthatsupportinnatelearningdeviceandtheoriesthatsupportacquiredlearningmodel.

Secondly,thispaperwilldemonstratethedetailedresearchmethodsthatIhaveusedinthispaper.Theyarequestionnairesandwordscontrast. Inthispart,therawquestionnairewillbeshowed,andtheprocessofhowtochoosetheresponders,howtodesignthequestionsandhowtoanalyzethedatawillalsobedemonstrated.ThewordcontrastpartwilldiscusswherethemodernEnglishwordsandmodernGermanwordscomefromandinwhatwaythesewordsareclassified.

Thelastpartisthemostimportantone.Itwilldemonstratealltheanalysisresultsofthequestionnairesandgiveadetailedwordcontrastwithspecificwords（mainlyEnglishwordsandGermanwords）.Accordingtotheresultsofanalysisandwordscontrast,theauthorwillgiveherownhypothesisonthefieldofthirdlanguageacquisitionandlanguagedistance.

2.LiteratureReview

Secondforeignlanguagelearningstudyisarelativelynewfieldofresearch.Throughtheoverviewofthefieldofsecondlanguageacquisition,includingbasicdefinitionsandbasictheories,manybooksandpapersonthisfieldprovideuswithnewideas,newtheoriesandnewresearchmethods.

Accordingtothemainresearchesaroundtheworldinthefieldofsecondlanguageacquisition（SLA）,wecanknowthemostpopulartheoriesandthemostconductedresearchmethods.Herecomethemaintheories,mainresearchmethodsandthelatestassumptionsinthisfield.

2.1TheoriesthatSupportingInnateLearningDevice

Linguistsaredividedintotwopartswhenitcomestothequestionthatwhetherthelanguagelearningabilityisbornwithusorisakindofhabitdevelopment.

Followingprevioustheoriessupportthebeliefofinnatedevice.Thatis:

youngchildrenandadultsareequippedwiththeabilitytolearnhumanlanguagefromthetimewhentheywereborn.Itislikeaphysicaldevicethatisimplantedinhumanbrains.Withoutthatcertaindevice,peoplecanneverlearnalanguagenomatterhowhardhe/shetries.

2.1.1UniversalGrammar

UniversalGrammar（UG）firstputforwardbyChomskyandsomeotherlinguistsinearly1980s.Theythinkuniversalgrammarisakindofspeciallanguagesystemthatexistsinallhumanbrains.WikipediadefinesUGas:

Universalgrammar（UG）isatheoryinlinguistics,usuallycreditedtoNoamChomsky,proposingthattheabilitytolearngrammarishard-wiredintothebrain.Itissometimesknownas'

mentalgrammar'

andasopposedtoother'

grammars'

e.g.prescriptive,descriptiveandpedagogical.Thetheorysuggeststhatlinguisticabilitymanifestsitselfwithoutbeingtaught,andthattherearepropertiesthatallnaturalhumanlanguagesshare.Itisamatterofobservationandexperimentationtodeterminepreciselywhatabilitiesareinnateandwhatpropertiesaresharedbyalllanguages（Wikipedia:

UniversalGrammar）

Universalgrammarthinksthereissomethingincommonamongallthehumanlanguagesaroundthewholeworld.Forexample,mostlanguagesdivide wordsintonouns,verbsandsoon.UniversalgrammarisrelatedtotheLanguageAcquisitionDevice（LAD）ofChomsky.LADthinksthatthereisaspecialbiologicalsysteminhumanheadsthatenablesustolearnhumanlanguage.Andtheprerequisiteofthisdeviceisthattheremustbeasetofcertainfeaturesinallhumanlanguagesthatonlykidscanlearn.Andthatsetoffeatureisuniversalgrammar.

2.1.2LanguageTransfer

Thisconceptisfirstestablishedin1950s,andexperiencedwindingdevelopmentoverthepastseveraldecades.AndthemostaccepteddefinitionoflanguagetransferisfromTerenceOdlin（LanguageTransfer,1989）.Itisanassumptionthattheinfluencefromlanguagelearners’mothertongueandanyotherlanguages（fullyacquiredorhalfacquired）willplayapartintheprocessofacquiringtargetlanguages.Andthis

influenceiscausedbythesimilaritiesordifferencesamongotherlanguagesandtargetlanguages.

Languagetransferisaveryimportanttheoryinthestudyofsecondlanguageacquisition.Thistheorythinksthatone’smothertonguewillhaveaninfluenceonthelearningoftargetlanguage.Iftheinfluenceispositive,thenwecallitpositivetransfer.Iftheinfluenceisnegative,wecallitnegativetransfer.Andlanguagetransferisnotonlyaresult,butalsoaprocess.Whenwearegoingtodecidewhetherthetransfer

willbepositiveornegative,wehavetolookatthedistancebetweenone’smothertongueandtargetlanguage.Thisdistanceincludesinterlanguagedistanceandpsychologicaldistance.Interlanguagedistancemainlyreferstoclosenessoflanguageslikesyntaxandlexicon.However,psychologicaldistanceisalwaysrelatedtoculture.

2.1.3InterlanguageandLanguageLearnerLanguage

ThistheoryisfirstbroughtupbyL.Selinker（1969）.AccordingtoSelinker’sdefinition,interlanguagereferstotheseparatenessofasecondlanguagelearnersystem,asystem,thathasstructurallyintermediatestatusbetweenthenativeandtargetlanguages.

Thistheorythinksthatthelanguagealearneracquiresisdifferentfromboththeirmothertongueandthetargetlanguage.Interlanguageistheintermediatelanguagethatalearneruseintheprocessoflearningthetargetlanguage.Interlanguageisnotfixe