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依据Cummins的门槛假设与相互依存发展假设,以新疆伊宁市哈萨克族和维吾尔族中学生为样本,本文作者对L2(汉语)在其L3(英语)习得中是否有显著影响进行了调查研究。结果发现:(1)在三个模式中,L2与L3都高度相关。(2)L2水平对L3习得有显著影响:汉语水平高,则英语水平高;汉语水平低,则英语水平低。(3)在三个模式中的维吾尔族和哈萨克族学生都通过L2而不是其母语来习得L3。(4)非均衡双语者对L3习得也发生了认知上的积极影响:只具有L2读写能力习得者的L3成绩超过了既具有L1又具有L2(汉语)读写能力的习得者。
Based on Cummins’ threshold hypothesis and the interdependent hypothesis of development, and taking Kazak and Uygur middle school students in Yining, Xinjiang as samples, the authors investigated whether L2 (Chinese) had a significant impact on L3 (English) acquisition. The results show that: (1) L2 and L3 are highly correlated in all three modes. (2) L2 level has a significant impact on L3 acquisition: Chinese level is high, English level is high; Chinese level is low, English level is low. (3) Uyghur and Kazak students in all three modes learn L3 through L2 rather than their mother tongue. (4) Unbalanced bilinguals also had a cognitively positive impact on L3 acquisition: L3 scores only with L2 literacy acquirers outperformed L1 literacy with L2 (Chinese) literacy By.