摘要
为验证二语互动中的语用充实启动效应及其影响因素,本研究以英语专业和非英语专业大学生为研究对象,开展语用充实启动对照实验。研究发现:1)学习者的二语互动中存在语用充实启动现象,且启动效应与启动次数无关;2)在四种启动-目标语境条件下,学习者的语用充实产出有显著差异,启动-目标语境一致时的语用充实启动效应高于语境不一致的情况;3)高水平学习者的语用充实产出显著高于低水平受试,二语水平和启动-目标语境对语用充实产出均有主效应,且二者有交互效应,表明语用充实启动效应受二语水平和语境的调节。研究结果表明中国英语学习者的二语产出存在语用充实启动效应,且启动效应的大小程度受制于语言水平和语境。
The present study aims to examine the pragmatic enrichment priming effect(PERE)and its factors by control experiments using EFL learners among English and non-English majors as subjects.The results show that:1)PERE is found in interactions where pragmatic enrichment appears,which is not affected by the number of primes.2)There are significant differences in pragmatic enrichment production across contexts in the four prime-target types,and the PERE in the same prime-target context is significantly higher than in different prime-target contexts.3)The PERE of high proficiency was significantly higher than that of low proficiency;language proficiency and prime-target context have main effects on the production of pragmatic enrichment,and they also have an interactive effect,suggesting that PERE is mediated by language proficiency and context.The study indicates that PERE exists in L2 production,and the degree of PERE depends on language proficiency and context.
作者
贾莉
杨连瑞
JIA Li;YANG Lianrui(College of Foreign Languages,Ocean University of China,Qingdao 266100,China)
出处
《外语教学与研究》
CSSCI
北大核心
2022年第1期103-114,160,F0003,共14页
Foreign Language Teaching and Research
基金
杨连瑞主持的国家社科基金重点项目“中国英语学习者二语语用能力发展研究”(17AYY023)的资助。
