安徽大学 硕士学位论文 中国英语专业大学生母语思维和二语口语的研究 姓名：涂敏 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：胡健 2010-03 iv 摘 要 摘 要 众所周知，二语学习不是单纯的二语思维的过程，很多情况下它是母语思维和二语思维 共同作用的过程早期的研究证明母语对二语的学习并非是正面或负面影响，认知理论界定 了母语思维对二语学习影响的复杂性和多面性在最近的二十年里，众多的学者研究了这两 者的关系，尤其在写作方面(Kobayashi 和 Rinner 1992, 文秋芳 和王文宇 2000， 王立非 2002)和阅读方面 （Kern 1994， Hawras 1996， Upton2001， 鞠秋红、 王文宇和周丹丹 2007） ， 上述研究者致对母语思维对二语学习的影响做了定性和定量的分析，尤其是在写作思维活动 方面，比如对母语思维使用量，二语学习各阶段母语的功能，母语思维和二语能力之间的关 系做了相关研究但是关于母语思维和二语口语之间关系的文章却很少口语和写作方面有 很多不同之处，中国高校英语教学历来重视英语口语教学，近年来用人单位对毕业生的英语 口语水平的要求越来越高，因此探究母语思维对中国大学生口语的影响很有必要。
笔者选用南京工程学院外语系经贸英语专业 2008 级 34 名二年级学生为研究对象，根据 研究对象的期末英语专业课考试成绩把他们分为高中低三组，采用有声思维（Think-aloud method） 、问卷调查（Questionnaire）和访谈(interview)等方法记录了他们在两次口语任务当中 的母语思维和二语思维过程，请两位英语老师对学生的口语进行打分，把所有数据录入电脑， 对此使用 SPSS15.0 软件对此过程出现的母语思维进行了定量和定性的分析 本文主要研究问 题如下： 1.母语思维如何影响中国英语专业大学生二语口语？ 1) 中国英语专业大学生母语思维在二语口语过程中参与量是多少？ 2) 中国英语专业大学生母语思维参与量是否受二语任务类型的影响？ 3) 中国英语专业大学生母语思维和二语水平及二语口语能力高低之间关系？ 2. 中国英语专业大学生二语口语中出现母语思维现象的原因？ 本文通过对 34 名学生的 68 份有声思维报告， 揭示了母语思维对二语口语所起的多重作 用，指出母语思维的使用因二语口语任务类型、学生二语水平及二语口语能力而不同本文 主要结论如下： 1. 母语思维对中国英语专业大学生二语的口语有很大影响，具体有以下几点： 1) 二语口语过程是双语过程。
本研究发现口语过程中母语思维的平均使用量为 24.12%， 低于王文宇（2000）28%; 2) 母语思维使用量因不同口语任务类型发生变化，看图说话和议论话题中母语思维量 v 分别为：27.24%和 20.99%; 3) 母语思维使用量因说话人的二语水平和口语能力高低发生变化总的说来，母语思 维量随着二语水平和口语能力的提高而降低； 2. 二语口语中出现母语思维的原因主要有：一些学生因为受到二语水平的制约不得不依赖 母语，一些学生出于实际考虑有意识的选用母语思维，还有一些学生受母语记忆的影响无 意识地使用母语 此外，本研究对于中国大学生二语口语教学有着理论和教学意义首先，本研究加深了 我们对中国英语专业大学生二语口语中母语思维的认知，通过探讨中国大学生使用母语思维 的原因，丰富了我们对于二语口语特性的研究，本文采用多层面的视角了解母语对认知过程 和认知结果的影响；其次本研究对二语口语的教学有一定的教学意义，帮助教师认识口语教 学中学生所面对的实际困难，认识到二语口语学习过程出现母语思维是不可避免的，完全阻 止是不恰当的对于水平低的学生允许适度使用母语，另外鉴于二语学习中母语思维的多重 作用，允许学生在使用母语时加以选择，教师适当地引导学生控制母语的消极作用发挥其积 极作用。
关键词：关键词：母语思维；二语口语过程；有声思维；相关性 ii Abstract As we know, the process of L2 learning is not mere the process of L2 thinking. In most cases, it is the process of interaction of mother tongue and L2 thinking at the same time. The previous studies have proved that the influence of mother tongue on the L2 learning being “either negative or positive”. In the cognitive field, the role of the L1 in L2 speaking is complex and multifaceted. During the recent two decades, a lot of researchers have made researches about the correlation between L1 thinking and L2 learning, including the effects of mother tongue on EFL(English as a Foreign Language) learners’ writing(Kobayashi and Rinner 1992,Wen Qiufang and Wang Wenyu 2000, Wang Lifei 2002 ), reading(Kern 19934, Hawras 1996, Upton 2001, Ju Qiuhong, Wang Wenyu and Zhou Dandan, 2007)and translation. All of these researchers have made quantitative and qualitative research on the effect of mother tongue on EFL learners’ L2 learning, such as the amount of L1 use, the functions of L1 use in different procedures in L2 learning, the correlation between the use of mother tongue and L2 competence and so on, especially in writing thinking activities. However, there is much difference between writing and speaking and the writer thought it necessary to make a study on the correlation between L1 thinking and L2 speaking process. 34 English majors from Nanjing Institute of Technology are involved in the current study and they were divided into 3 groups from low to high according to their final examinations related to English major last term. The research questions will be addressed as follows: 1. How is L1 thinking involved in L2 speaking process of Chinese college English majors? 1) What is the amount of L1 thinking in L2 speaking process? 2) What’s the correlation between L1 thinking and speaking task types? 3) Whether does Chinese speakers’ L1 thinking vary with such factors as speakers’ L2 proficiency and speaking competence? 2. What are the reasons for L1 thinking in L2 speaking process? Furthermore, research methodology, such as think-aloud method, questionnaire and retrospective interview, was used to record what they had been thinking in mother tongue or L2 during two speaking processes to check the effect of L1 use. Two English teachers were invited to score the student speakers’ recordings into computer. In addition, the writer input the data into the computer and made quantitative and qualitative analysis on EFL learners’ L1 use in L2 speaking iii process with the help of SPSS15.0. With 34 students’ 68 think-aloud protocols, this thesis confirms that mother tongue plays multi-faceted effects in L2 speaking process and varies with the speaking tasks and student speakers’ L2 proficiency and so on. The major findings of the empirical study are as follows: 1. L1 thinking influences Chinese college English majors’ L2 speaking processes a lot. Specifically, the influences are presented as follows: 1) The L2 speaking process is a bilingual event. In this study, among 34 English majors, the average percentage of L1 thinking in L2 speaking process was 24.12%, lower than the percentage of L1 use (28%) in writing process made by Wang Wenyu(2000). 2) The amount of L1 use in L2 speaking varies with speaking task types. The percentages of L1 use were respectively 27.24% (Task 1 Pic。