中外专家研讨二语习得与语言迁移(50749)-英语教育-(158)-21英语网

本文作者： 21ST

由上海交通大学和中国第二语言习得研究会联合主办，《现代外语》《外语教学理论与实践》《语言科学》和《中国英语教学》杂志协办的“2009二语习得与语言迁移国际研讨会（2009 International Symposium on Language Transfer in Second Language Acquisition）”于3月21日至22日在上海交通大学闵行校区举行。

此次会议的主题为语言迁移，探讨语言迁移的本质及语言迁移和二语习得之间的关系。主要议题包括:二语习得中的句法、语义/概念、语音/音系、语用、词汇、文化等方面的迁移研究，口语、写作中的语言迁移、语言迁移的影响因素以及与语言迁移相关的其他二语习得议题。

上海交通大学文科处处长蒋宏和外国语学院院长刘龙根到会并致辞、外国语学院书记吴江、副院长胡开宝也出席了大会。五位国内外语言迁移研究领域的权威专家应邀作主旨发言。他们是俄亥俄州立大学英语及语言学教授Terence Odlin、都柏林大学圣三一学院语言学教授David Michael Singleton、俄亥俄大学语言学教授Scott H. Jarvis、对外经济贸易大学王立非教授和广东外语外贸大学王初明教授。来自世界各地的150名专家、学者参加了大会，56人宣读了论文。

主旨发言摘要

Language Transfer and the Link between Comprehension and Production

Terence Odlin

This paper is an empirical exploration of the relation between language transfer in processes involving both reading comprehension and written production.

The evidence indicates that the native language filters apprehension of target language input and thereby leads to language-specific differences in interlanguage production.

Cross-Lexical Interaction and the Structure of the Mental Lexicon

David Michael Singleton

This paper will provide a brief historical overview of the notion of cross-linguistic influence. It will go on to discuss the application of this notion to the lexical domain, and will attempt derive from this review some thoughts on what cross-lexical interaction does and does not imply with regard to the organization of the mental lexicon. In particular, the paper will argue against the idea that the first language mental lexicon and the second language mental lexicon are either qualitatively different (and separate) or unitary. It will also call into question the notion that cross-lexical interplay is a matter of languages blurring into each other.

Revisiting Theory of Language Transfer: A Look at Chinese EFL Writers?Production

Wang Lifei

This paper focuses on the effects of L1 literacy capabilities on L2 writing ability of the Chinese EFL learners and proposes two conceptual models. The first model was the hypothesis about the inter-relationships between L1 literacy and L2 writing. The second model was the hypothesis about the threshold of L2 literacy. The study has yielded two important findings. First, the whole-group analysis showed that L1 lexical and writing competencies were found to account for about 71.8 percent of the variance of EFL writing. Second, the between-group analysis indicated L2 literacy level constrained the relationship between L1 literacy variables and L2 writing ability. For the high-ability learners, L1 writing and lexical competence together could account for 62.3 percent of the variance of L2 writing of the high-ability group. For the low-ability learners, L1 discourse and lexical competence could predict 21.6 percent of the variance of L2 writing of the low-ability group. The study provided a few theoretical, methodological and pedagogical implications to language transfer research.

On the Identification and Verification of Cross-Linguistic Effects

Scott H. Jarvis

This paper expands on my earlier work in which methodological rigor in transfer research has been characterized as relying on three types of comparison-based evidence: intra-group homogeneity, inter-group heterogeneity, and cross-linguistic congruence. The paper begins by redefining the three types of evidence in relation to the types of comparison they entail: within-group comparisons, between-group comparisons, and between-language comparisons. After illustrating these types of comparison with data produced by Finnish-speaking and Swedish-speaking learners of English, the paper then introduces a fourth type of comparison — within-language comparisons. This paper illustrates how automated L1 classification works using written language samples produced by foreign-language learners. The paper concludes with observations about the inherent similarities between comparison-based and detection-based evidence of transfer.

Non-transfer of L1 to L2 Learning

Wang Chuming

This paper addresses the issue relating to ways to suppress L1 influence for acquisition of idiomatic L2. Recent research on SLA sheds new light on this issue with its emphasis on interconnectedness between variables that influence L2 learning. This is so because L2 learning occurs along with an array of linguistic, psychological, social and cognitive factors, which interact with each other and produce synergistic effect on the learning of L2 forms. These factors, which are interconnected with linguistic forms being learned, serve as context that is capable of triggering L2 forms for use in communication.