跨语言影响与第二语言学习综述

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2022-09-27 DOI:10.14746/ssllt.2022.12.3.8

Lixia Zhu, Jinting Cai

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引用次数: 0

摘要

作为二语习得(SLA)中的一种普遍现象，跨语言影响(CLI)引起了人们持久的关注，一些专著的出版反映了这一点(例如，Cai, 2021;Jarvis & Pavlenko, 2008;Odlin, 1989;Ringbom, 2007)，许多编辑卷(例如，Alonso, 2016;Gass & Selinker, 1983)，以及许多研究文章。在这些书籍和论文中，CLI在语言的各个领域积累了越来越多的证据。特别是在母语(L1)和第二语言(L2)之间的词汇、语法、音韵学、语篇和语用方面，CLI可能发生，其影响有积极的一面，也有消极的一面。此外，研究表明，CLI的发生受到多种因素的制约，如语言和心理语言因素以及与学习环境和语言使用有关的因素(Jarvis & Pavlenko, 2008)。CLI已经从不同的理论角度得到了解决，包括通用语法、功能语言学和心理语言学(见Cai, 2021)。

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Review of Crosslinguistic influence and second language learning by Kevin McManus

As a prevalent phenomenon in second language acquisition (SLA), crosslinguistic influence (CLI) has attracted ever-lasting attention, as reflected by the publication of several monographs (e.g., Cai, 2021; Jarvis & Pavlenko, 2008; Odlin, 1989; Ringbom, 2007), many edited volumes (e.g., Alonso, 2016; Gass & Selinker, 1983), and numerous research articles. In these books and papers, mounting evidence for CLI has been accumulated in various areas of languages. In particular, CLI may occur between first language (L1) and second language (L2) in lexicon, grammar, phonology, discourse, and pragmatics, with its effects being both positive and negative. Besides, it has been shown that the occurrence of CLI is constrained by a variety of factors, such as linguistic and psycholinguistic factors and those related to learning environment and language use (Jarvis & Pavlenko, 2008). CLI has been addressed from diverse theoretical perspectives including universal grammar, functional linguistics, and psycholinguistics (see Cai, 2021 for a review).

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.