【作者】 李炜；

【导师】 周榕；

【作者基本信息】 西南师范大学 ， 英语语言文学， 2001， 硕士

【摘要】 中介语指的是第二语言习得者建立的介于母语与目的语之间的一种过渡性语言，它不断丰富完善，逐渐向目的语靠近。Selinker（1972）于1972年《中介语》一文提出该术语之后，中介语逐渐成为第二语言习得领域的一个重要课题，语言习得者语言的变异引起了研究者的关注。然而，第二语言习得研究范围是否应包括中介语变异性，研究者进行了激烈的争论。我们主张研究中介语变异性，认为中介语变异性与习得者语言的发展密切相关。中介语变异性能够反映不同情景中的行为如何影响中介语使用及其整个发展过程。因此，中介语变异性研究的意义不仅在于使人们对中介语本身获得一个更加清晰全面的认识，更在于它揭示了第二语言习得过程的特点与性质，进而推动语言教学水平的发展和提高。 中介语任务变异性，作为变异性研究的一个重要方面，在20世纪70年代，引起了研究者的兴趣。然而，那时中介语变异性的大多数研究都是偶然进行的。到20世纪80年代，研究者开始专门进行研究，检测中介语任务变异的一些假设，揭示了影响中介语变异性的主要因素。然而，此类研究的数量相对较少，不足以充分说明不同类型任务为何会引起中介语变异性。在我国，母语为汉语的中介语任务变异性研究仍然是一个空白。本研究作为一个初步尝试，目的在于揭示语言习得者语言发展过程的特点，以期为英语教学提供一些启示。本研究采用了Labov的研究框架，旨在于调查英语动词一般过去时在三项不同任务（语法测试，口语面试，口语叙述）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，以及在不同任务中不同性别的被试使用这一语言形式准确率的差异。 本文分为以下五章： 第一章简要介绍了文章的研究背景、目的及结构安排。 第二章介绍了中介语的定义，以及Ellis（1985a）和Bialystok ＆ Sharwood-Smith（1985）对于中介语变异性的不同分类。并进一步阐明两组解释中介语变异性的理论： 内容摘要67 “内部处理理论”和“社会语言学理论”。内部处理理论认为，应从心理学的角度 来解释中介语变异性，而社会语言学理论则主张从更广阔的社会情景来解释中介语 变异性。两种理论各有优劣，互为补充，从不同的的角度来解释了中介语变异性。 第三章回顾了系统性和非系统性变异性的相关研究，并进行了评论。从回顾中， 可以看出许多因素，如语言环境，不同类型的任务，对语言形式的注意，社会因素 和语言功能等，引起了中介语变异性。然而，这些研究本意在于探索其他问题，而j 非中介语变异性问题。专门检测中介语变异性假设的研究为数很少。因此，更增加《了系统研究中介语变异性的必要性。 第四章详细阐述本研究的假设、材料、任务、研究对象、原始语料收集程序。 本研究采用百分数、配对样本双尾t检验、方差分析等多种统计方法来处理实验所 得原始数据。统计结果显示：（）被试在语法测试中使用动词过去时的准确率最高， 口语面试中准确率最低，口语叙述的准确率居中；u 三项任务当中，被试使用规 则动词过去时的准确率明显高于不规则动词过去时：（3）女生在口语面试和口语叙 述中的准确率比男生高，语法测试中几乎没有差异。本章进一步对以上研究结果进 行了详细分析，并从对语言形式的注意力、交际功能等方面，来解释实验所得结果。 第五章总结了研究成果，以及对我国英语教学的启示。更多还原

【Abstract】 Interlanguage refers to an interim language system constructed by second languagelearners between the mother tongue and the target language. It continuously moves close tothe target language with constant consummation. It gradually became an important issue inthe field of second language acquisition since Selinker (1972) first proposed it in 197~ inhis paper Interlanguage. The inherent variability of language-learner language has beenfrequently commented on, and not surprisingly, has attracted considerable attention fromresearchers. Yet there has been a hot debate between non-variationists and variationistsregarding the issue whether second language acquisition research should incorporate theexploration of interlanguage variability. We are in favor of variationist view thatinterlanguage variability is intimately linked to changes in learners’ language over time.Interlanguage variability can provide us information about the way in which performance invarious social contexts can have effects on interlanguage use and the overall developmentof interlanguage. Thus the exploration of interlanguage variability not only provides aclearer understanding of interlanguage itself, but also unveils features and properties of theprocess of second language acquisition so as to improve language teaching.Task-related interlanguage variability began to arouse researchers’ interest in 1 970s.And at that time most studies regarding this phenomenon were conducted in an incidentalmaimer. Since 1 980s, researchers started to carry out some studies with the specific purposeof testing hypotheses about task-related interlanguage variability. Those studies haveestablished the influence of the main factor: attention to language form, on interlanguagevariability. Yet the number of this kind of studies is still relatively small, as such notsufficient to make it clear why different types of tasks can result in interlanguage variability.In China, the research field of task-related interlanguage variability remains a virgin land.Thus our experiment in this dissertation serves as a preliminary attempt to explore this fieldin order to unveil the properties of the second language acquisition process of the L2learners whose mother language is Chinese. Our experiment has adopted LabovianAbstract65framework and aimed to investigate the accuracy of simple past tense forms of Englishverbs in three different tasks, the accuracy orders of irregular past and regular past and thesex difference of the performance of the same language forms in different tasks.The whole dissertation is made up of the following five chapters:Chapter One gives a brief introduction of the research background, aim andarrangements of this dissertation.Chapter .T\vo introduces the definitions of interlanguage and two categorization ofinterlanguage variability respectively proposed by Ellis (1985a) and Bialystok &Sharwood-Smith (1985). Then two groups of theories are recommended to account forinterlanguage variability: "inner processing theories" and "sociolinguistic theories". Theformer group of theories attempts to explain interlanguage variability from thepsychological perspective while the latter from broader social contexts. These two groupsof theories possess their own advantages and disadvantages, and supplement in theirrespective performance. Both of them provide insights for clarifying interlanguagevariability from different perspectives.Chapter Three reviews the exploration of interlanguage variability regardingsystematic and non-systematic variability and comments on the studies. From the review, itcan be seen that a variety of factors, such as linguistic context, different types of tasks,psychological processing factors, and language function etc may cause interlanguagevariability. Yet most of the st更多还原