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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-07-25编辑:vicky点击率:1286
论文字数:35633论文编号:org202207191657228189语种:英语 English地区:中国价格:$ 66
关键词:西班牙语言学论文
摘要:本文是一篇西班牙语言学论文,基于对定量和定性数据的分析,本研究的主要发现可以总结如下:第一,定量分析发现,在一个变量条件下,与汉语相比,英语主要在翻译和写作诱导中使用CLI。
4.1 Results of research question 1.................................... 25
4.1.1 Results from translation inducement task ......................... 25
4.1.2 Results from writing inducement task ......................... 26
Chapter 5 Conclusion ............................ 41
5.1 Major findings of the study ......................................... 41
5.2 Implications for Spanish language teaching and learning ........... 42
Chapter 4 Results and Analysis
4.1 Results of research question 1
4.1.1 Results from translation inducement task
As the first question described above, we should pay more attention to the language which exerted CLI on participants in the acquisition of Spanish. As a result, by collecting the data and background information from questionnaires handed in, a table regarding the influences from the languages in their translation inducement task was generated hitherto.
Table 4.1 presents the results of the translation production. In fact, 116 subjects were taking up this task (10 subjects only filled out their information background concerning demographical and language learning profile). In addition, in this translation task, the language category was viewed as a variable within three levels which were Chinese, English and Spanish. Thus, the scores of respective language rated by participants were seen as three levels.
Chapter 5 Conclusion
5.1 Major findings of the study
Based on the analyses of the quantitative and qualitative data, the main findings of the study can be summarized as follows:
First, from the quantitative analyses, it was found that in one variable condition, in contrast with Chinese, English mainly employed CLI in both translation and writing inducements.
Secondly, in the case of the two variables, results indicated that grade bore no relationship to cross-linguistic influence. Descriptive statistics expressed that influence from Chinese had increased as grade went up though the influence did not arrive at a significant point. This could be paid with attention, since Chinese might be used for concept-related constructions in the acquisition of Spanish. Nonetheless, it was English, an objectively proximal language sharing many common grounds with Spanish, that was more likely to be utilized to facilitate the learning of Spanish. This finding was consistent with the results indicated by “TPM”, which was, to some extent, overlapping with “L2 Status” but they differed with each other in different angles.
“L2 Status” hypothesis speculated that English might block Chinese as the stronger language used to be transferred and this hypothesis was seemingly compatible with the results obtained from current paper but it should be further checked by another different language setting, for instance, native English speakers learning Spanish with Chinese as their L2.
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