法语英语和荷兰语第二语言学习者的强化结构

IF 1.1 0 LANGUAGE & LINGUISTICS
Isa Hendrikx, K. Goethem, Stefanie Wulff
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引用次数: 7

摘要

我们在内容和语言综合学习(CLIL)和传统外语教育中,利用母语使用者的法语、荷兰语和英语书面语语料库,以及法语学习者的第二语言英语和第二语言荷兰语语料库,研究了内容和语言综合学习(CLIL)对强化结构习得的跨语言影响和(纵向)影响。我们假设学习者将受益于母语和目的语强化结构之间的相似性,其次,更多的输入和使用(通过CLIL)将导致更像目标语的强化结构的使用。分析包括频率和生产率的定量测量,以及协变分析(Gries, 2007)。我们的研究结果表明,正如预期的那样,CLIL学生以更像目标的方式产生强化结构。然而,外语学习时间的影响在英语中比在荷兰语中更为明显。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Intensifying constructions in French-speaking L2 learners of English and Dutch
We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.
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来源期刊
CiteScore
3.40
自引率
27.30%
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