一项基于浑沌理论的中介语变异性实证研究

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ACKNOWLEDGEMENTS

I owe plenty of help to my teachers and friends during the process of writing this

thesis. Taking this opportunity, I would like to express my sincere thanks to them.

First and foremost I would like to express my heartfelt gratitude to my supervisor

Professor Wang Guilian. Her enlightening instructions and constructive criticism has

illuminated my road in my writing of this thesis. I would say that without her guidance

and valuable suggestions, the completion of this thesis would have been almost

impossible.

I am grateful to Dai Weihua who has taught me the knowledge of general

linguistics. My heartfelt thanks also go to Ms Gao Juan who has provided me with the

fundamental second language acquisition theory. My sincere thanks also go to all

teachers who have taught me during my study in University of Shanghai for Science

and Technology. All these have paved the way for my present thesis.

It is a pleasure to pay tribute to the institution whose resources I have drawn from,

and especially to the library of our school.

Finally, I also appreciate my classmates and friends who have helped and

encouraged me in no small measure. And I want to express my sincere thanks to my

parents for their constant support and encouragement for me to complete my

postgraduate studies successfully.

ABSTRACT

Interlanguage, as an important concept in second language acquisition, was put

forward by Larry Selinker in 1972. It refers to the interim systematic knowledge of

language constructed by second language learners, which is distinct from the learner’s

native language and the target language. As a hot-debating field in second language

acquisition, interlanguage variability has raised more and more interests in recent years.

The theory believes that language-learner language is variable. That is, the learner has a

set of heterogeneous language rules which interact with each other during the process of

interlanguage development. On a given occasion, the interlanguage system of learners

contains different language rules, which result in the variability of language use.

With the development of second language acquisition, more and more researchers

attach importance to interlanguage variability study. By means of different theoretical

points, researchers try to analyse, explain or even deny interlanguage variability in order

to solve the contradiction between systematicity and variability of interlanguage. The

traditional linguistic theories cannot better account for the phenomenon of interlanguage

variability and fail to reach compelling conclusion. Larsen-Freeman believes that chaos

theory, originated in Physics, can explain interlanguage variability in a full-scale way.

Chaos theory regards interlanguage as a complex dynamic nonlinear system. According

to chaos theory, there is persistent instability in complex dynamic systems. Therefore,

interlanguage, as a complex nonlinear system, keeps on varying over time.

Traditional linguists regarded language as a linear and close system. They studied

language in relation to contexts. Traditional studies tried to account for interlanguage

variability by means of linguistic theories. Researchers studied interlanguage variability

in piecemeal, rather than a holistic way. To overcome this disadvantage, the paper

attempts to account for interlanguage variability from the perspective of chaos theory,

which deals with variability in a holistic way. The research is just an exploration to

interlanguage variability which is related to different tasks. In order to conduct this

research easily, the writer just focuses on three parts: first, on the accuracy of simple

past tense English verbs in two different tasks ( grammar task and interview task );

second, on the accuracy of regular and irregular verbs in two different tasks; third, on

the accuracy in pre-test and post-test tasks.

III

In this experiment, the writer compares the subjects’ scores in different tasks at

different time by using some statistical means, and the results show that there is

amazing variability in simple past tense of English verbs. However, with limited data,

the conclusion needs to be investigated.

Nowadays, there emerges increasing interdependence between disciplines in

academic research. Based on this belief, the writer used the natural science theory —

chaos theory to study interlanguage. The research aims to explain why interlanguage is

variable and what causes interlanguage variability so that students can better acquire

second language. The research results also further validate the explanatory force of

chaos theory and provide some implications for improving our present English teaching

methods.

Keywords: interlanguage，variability，chaos theory，task

摘要

中介语作为二语习得理论中的一个重要概念，是 Selinker 于 1972 年提出来

的。它是指语言学习者在学习第二语言过程中，会形成一种既不同于其母语又不

同于其目标语的中间系统语言知识。中介语是一种离开母语但又受其干扰并不断

向目标语靠拢的现象。国内外对中介语的相关研究很多，如石化现象，变异现

象。其中变异性可谓中介语的本质特征之一。中介语变异性是第二语言习得研究

中一个颇有争议的研究领域。不可变理论观点认为，学习者的语言能力不可变，

因为学习者的语言规则系统是同质的，在中介语发展过程中，引起变异的是学习

者的语言行为而不是语言能力。可变性理论观点认为,学习者的语言能力是可变

的,学习者的语言规则系统是异质的,即学习者的中介语系统包含不同的语言规则,

这些规则相互作用导致学习者语言运用的变化。不可变论观点和可变论观点的主

要区别在于学习者的语言规则系统到底是同质的还是异质的。本文支持中介语可

变性理论观点，认为学习者的中介语具有可变性。

在第二语言习得研究中,中介语变异越来越受到研究者的重视。从中介语定

义中可知中介语既有系统性又有变异性。研究者们用不同的理论观点对中介语变

异性和系统性进行分析、解释,试图解决中介语的系统性和可变性这对矛盾。传

统语言学理论往往从语言外部解释这些语言现象，认为语言是受到语境或环境的

影响，将语言看作是相对静止的状态。Larsen-Freeman 借鉴自然科学中的浑沌理

论把中介语视为复杂的动态的非线性系统,由于自然科学中复杂的动态的非线性

系统具有反复无常的不稳定性,因此中介语具有不稳定性即变异性。中介语的变

异性与系统性是中介语的本质特性，在一定情况下它们是相互作用的，相互补充

的。

传统中介语变异性方面的研究都是用语言学相关的理论来解释，本研究试图

借鉴自然科学方面的理论来解释中介语变异性。目前此方面的研究数量不是很

多，此论文的研究只是一个初步尝试，试图揭示不同任务中学习者的中介语变

化，并与浑沌理论联系起来。为了便于研究，笔者将研究范围限于英语动词的一

般过去时在两种不同的任务（语法测试、口语面试）中的准确率，规则动词与不

规则动词在不同任务中的准确率以及动词的一般过去时在不同时间（前测、后

测）中的准确率。

本次实验中，笔者通过一些统计学手段对参加受试的学生在不同任务以及不

同时间的成绩进行了分析，结果发现这些受试者的成绩对英语动词一般过去时的

用法呈现了明显的变异并且利用浑沌理论能很好地解释这些语言学现象。但是，

由于本研究中的相关数据十分有限，其具体作用还有待进一步研究与证实。

如今学术界强调一种学科融合，本研究正是基于这样的理念，将自然科学中

“浑沌理论”用于语言研究，从浑沌理论的视角解释为什么学习者的语言能力具

有可变性并分析了引起中介语变化的原因，从而更好地帮助学生习得二语。本研

究所取得的实验结果进一步证实了浑沌理论的解释力。同时，实验结果对促进我

国目前英语教学方式和英语水平模式的改进有一定的启示。

关键词：中介语变异浑沌理论任务

List of Tables

Table 4.1 Reliability analysis of the scores in two tasks in test one·······················41

Table 4.2 Reliability analysis of the scores in two tasks in test two······················ 41

Table 4.3 Reliability analysis of the scores in two tests···································· 41

Table 4.4 The correlations of regular forms in two tasks in two tests···················· 42

Table 4.5 The correlations of irregular forms in two tasks in two tests···················43

Table 4.6 The correlations between grammar task and the whole test in two tests····· 44

Table 4.7 The correlations between interview task and the whole test in two tests····· 44

Table 4.8 The KMO and Bartlett’s test of two tasks in test one··························· 45

Table 4.9 The total variance explanation of two tasks in test one························· 46

Table 4.10 The KMO and Bartlett’s test of two tasks in test two··························46

Table 4.11 The total variance explanation of two tasks in test two························46

Table 4.12 The comparison of mean scores of two tasks in two tests·····················47

Table 4.13 Paired samples test of two tasks in two tests···································· 48

Table 4.14 The comparison of regular and irregular forms in grammar task in test one

··························································································53

Table 4.15 The comparison of regular and irregular forms in interview task in test one

··························································································53

Table 4.16 The comparison of the sum of regular and irregular forms in test one······ 53

Table 4.17 The comparison of regular and irregular forms of verbs in test two·········54

Table 4.18 Paired samples test of regular and irregular forms in two tasks in two tests

··························································································55

Table 4.19 Paired samples test of the sum of regular and irregular forms in two tests· 55

Table 4.20 The comparison of mean scores of two tests···································· 58

Table 4.21 Paired samples test of grammar and interview tasks in two tests············ 59

Table 4.22 Paired samples test of the respective mean in two tasks in two tests········ 60

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摘要：

IACKNOWLEDGEMENTSIoweplentyofhelptomyteachersandfriendsduringtheprocessofwritingthisthesis.Takingthisopportunity,Iwouldliketoexpressmysincerethankstothem.FirstandforemostIwouldliketoexpressmyheartfeltgratitudetomysupervisorProfessorWangGuilian.Herenlighteninginstructionsandconstructivecriticismhasil...

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