TẠP CHÍ KHOA HỌC YERSIN
YERSIN JOURNAL OF SCIENCE
ISSN: 2525 - 2372
TẠP CHÍ KHOA HỌC YERSIN
YERSIN JOURNAL OF SCIENCE
Nghiên cứu về Biểu trưng cú pháp (BTCP) song ngữ chủ yếu tập trung vào người học có trình độ ngôn ngữ thứ hai (L2) cao; hiện nay vẫn còn rất ít nghiên cứu về BTCP L2 ở giai đoạn đầu. Đối với các cấu trúc có trật tự từ giống nhau giữa hai ngôn ngữ, người học ở giai đoạn đầu có thể hình thành BTCP L2 trừu tượng hay không vẫn còn là vấn đề gây tranh cãi. Vì vậy chúng tôi chọn 50 học sinh người Việt Nam 10-13 tuổi để làm thí nghiệm “Mô tả tranh thông qua nghe kịch bản của người hợp tác” trên hai dạng cấu trúc: ngoại động từ (Thí nghiệm 1) và tặng cách (Thí nghiệm 2). Kết quả nghiên cứu cho thấy, dù ở bất kì điều kiện nào, hiện tượng KĐCP và tăng cường từ vựng đều xảy ra; và vì vậy người mới học L2 vẫn có thể hình thành BCTP trừu tượng. Ngoài ra, người học còn tạo nhiều câu có cấu trúc tương tự được sử dụng nhiều trong ngôn ngữ mẹ đẻ (L1), cho thấy tần suất sử dụng cấu trúc trong tiếng Việt cũng ảnh hưởng rất nhiều đến việc lựa chọn cấu trúc trong tiếng Anh.
Studies on bilingual syntactic representation have mostly focused on highly proficient second language learners; nowadays there are still very few studies on bilingual syntactic representations at early stages. The question of whether learners at early stages can form abstract bilingual syntactic representations for structures that have similar word order between two languages. To address this question, the author conducted two experiments "Describe pictures by listening to the scenario of the collaborator" on two types of structures: transitive verbs (Experiment 1) and datives. (Experiment 2) among 50 Vietnamese students aged 10 to 13. Results showed that in any condition, abstract priming and lexical boost effects happened, so second-language beginners could still form abstract bilingual syntactic representations. In addition, learners also formed many sentences with similar structures which are frequently used in their L1. Showing that the frequency of Vietnamese structure usage strongly influenced English structure selection.
Tâm ngữ học, biểu trưng cú pháp song ngữ, khởi động cú pháp, câu ngoại động từ, câu tặng cách
Psycholinguistics, bilingual syntactic representation, syntactic priming, transitives, datives
Bernolet, S., Hartsuiker, R. J., & Pickering, M.J. (2007). Shared syntactic representations in bilinguals: Evidence for the role of word - order repetition. Journal of Experimental Psychology. Learning, Memory, and Cognition, 33(5), 931-49.
Bernolet, S., Hartsuiker, R. J., & Pickering, M. J. (2013). From language - specific to shared syntactic representations: The influence of second language proficiency on syntactic sharing in bilinguals. Cognition, 127(3), 287-306.
Bock, K. (1986). Syntactic persistence in language production. Cognitive psychology, 18(3), 355 - 387.
Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.
De Bot, K. (1992). A bilingual production model: Levelt's ‘speaking’ model adapted. Applied Linguistics, 13(1), 1-24.
Flett, S., Branigan, H. P., & Pickering, M. J. (2012). Are non-native structural preferences affected by native language preferences? Bilingualism: Language and Cognition, 16(4), 751-760.
Hartsuiker, R. J., & Bernolet, S. (2017). The development of shared syntax in second language learning. Bilingualism: Language and Cognition, 20(2), 219-234.
Hartsuiker, R. J., & Bernolet, S. (2018). Syntactic representations in late learners of a second language : a learning trajectory. In D. Miller (Ed.), Bilingual cognition and language : the state of the science across its subfields, 54, 205-224.
Hartsuiker, R. J., Pickering, M. J., & Veltkamp, E. (2004). Is syntax separate or shared between languages? Psychological Science, 15(6), 409-414.
Hartsuiker, R.J., & Kolk, H.H.J. (1998). Syntactic facilitation in agrammatic sentence production. Brain and Language, 62, 221-254.
Levelt, W. J. M. (1989). Speaking: From intention to articulation. MIT Press.
Loebell, H., & Bock, K. (2003). Structural priming across languages. Linguistics, 41(5), 791-824.
McDonough, K. & A. Mackey. 2008. Syntactic priming and ESL question development. Studies in Second Language Acquisition, 30(1), 31-47.
McDonough, K. (2006). Interaction and syntactic priming: English L2 speakers’ production of dative constructions. Studies in Second Language Acquisition, 28, 179-207.
Pickering, M. J., & Branigan, H. P. (1998). The representation of verbs: Evidence from syntactic priming in language production. Journal of Memory and Language, 39(4), 633-651.
Romano, F. (2017). The basic continuity hypothesis of L1 to L2 production. Second Language Research, 34(3),1-43.
Schoonbaert, S., Hartsuiker, R. J., & Pickering, M. J. (2007). The representation of lexical and syntactic information in bilinguals: Evidence from syntactic priming. Journal of Memory and Language, 56(2), 153-171.
Son, M. (2020). Cross-linguistic syntactic priming in Korean learners of English. Applied Psycholinguistics, 41(5), 1223-1247.
Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism:Language and Cognition, 4, 105–122.
Van Gompel, R. P., & Arai, M. (2017). Structural priming in bilinguals. Bilingualism: Language and Cognition, 20(5), 895-912.
鲍嘉焕. (2017). 英语–汉语跨语言句法启动效应实验研究. 北京外国语大学硕士学位论文. (Bao, J. (2017). An experimental study of cross-linguistic syntactic priming effects between English and Chinese. Master's thesis, Beijing Foreign Studies University.)
陈媛媛. (2014). 哈–汉双语者句法表征的实验研究. 新疆师范大学硕士学位论文. (Chen, Y. (2014). An experimental study of syntactic representation in Hahka-Chinese bilinguals. Master's thesis, Xinjiang Normal University.)
邓世俊. (2003). 越南语的“bị” 字句对越南学生学习汉语 “ 被 ” 字句的影响. 南京师范大学文学院学报 (1), 167-173. (Deng, S. J. (2003). The Influence of Vietnamese "Bi" Sentences on Vietnamese Students' Learning of Chinese "Bei" Sentences. Journal of Nanjing Normal University (Social Science Edition), (1), 167-173.)
王瑞明, 杨静 & 李利. (2015). 第二语言学. 华东师范大学出版社. (Wang, R., Yang, J., & Li, L. (2015). Second language acquisition. East China Normal University Press. )
严春容. (2021). 低水平外语学习者的二语语言内句法启动. 湖北开放职业学院学报, 34(11), 156-158. (Yan, C. R. (2021). Structural priming in L2 sentence production among low-proficiency learners. Journal of Hubei Open Vocational College, 34(11), 156-158.)
杨琨, 王敏 & 魏行. (2020). 成年学习者二语句法表征发展研究：来自结构启动的证据. 外语教学与研究(外国语文双月刊), 52(6), 906-918. (Yang, K., Wang, M., & Wei, X. (2020). A study on the development of L2 syntactic representation in adult learners: Evidence from structural priming. Foreign Language Teaching and Research (bimonthly), 52(6), 906-918.)
赵晨 (2014). 二语句法表征中的范畴化：来自结构启动的证据. 外语教学与研究(外国语文双月刊), 46(2), 235-245. (Zhao, C. (2014). Categorization in L2 syntactic representation: Evidence from structural priming. Foreign Language Teaching and Research (bimonthly), 46(2), 235-245.)