汉语习得中英语中介语的局限及三语迁移制约研究

A Study on the Limitations of English Interlanguage in Chinese Acquisition and Constraints of Third Language Transfer

摘要: 随着全球化的推进，阿拉伯语背景学习者的汉语习得研究日益重要。该类学习者多具备阿语(L1)、英语(L2)、汉语(L3)的多语背景，其习得过程并非简单的双语对比，而是复杂的多语交互。本研究聚焦英语作为中介语在阿拉伯学习者汉语习得中的“桥梁”作用及其局限性。基于Selinker的中介语理论，结合Cenoz的语言距离假说及文秋芳的“产出导向法”理念，通过语料库分析、问卷调查与深度访谈，系统考察了阿–英–汉三语在语音、词汇、句法及语用层面的迁移路径。研究发现：英语中介语存在显著的“假性桥梁”现象，其重音系统、SVO语序及直译策略对汉语声调感知、话题句生成及文化语用产生叠加式负迁移；同时，英语作为认知“筛网”，过滤了汉语特有的亲属称谓、时空观等深层文化信息，导致双重迁移的僵化。基于此，本文构建了“三语迁移层级制约模型”，并提出了针对性的“三语对比教学策略”，旨在突破中介语僵化瓶颈，为对阿汉语教学及多语习得理论发展提供参考。

Abstract: With the advancement of the Belt and Road Initiative, research on Chinese acquisition among Arabic-speaking learners has become increasingly important. These learners typically possess a multilingual background consisting of Arabic (L1), English (L2), and Chinese (L3), and their acquisition process involves not simple bilingual comparison but complex multilingual interaction. This study focuses on the “bridging” role and limitations of English as an interlanguage in the Chinese acquisition of Arabic-speaking learners. Drawing on Selinker’s interlanguage theory, Cenoz’s linguistic distance hypothesis, and Wen Qiufang’s Production-Oriented Approach, the study systematically examines the transfer pathways across the Arabic-English-Chinese triad at the phonological, lexical, syntactic, and pragmatic levels through corpus analysis, questionnaire surveys, and in-depth interviews. The findings reveal that English as an interlanguage exhibits a significant “false bridge” phenomenon: its stress system, SVO word order, and literal translation strategies produce additive negative transfer in Chinese tone perception, topic sentence generation, and cultural pragmatics. Moreover, English acts as a cognitive “sieve”, filtering out such culturally specific information as Chinese kinship terms and spatiotemporal concepts, thereby leading to dual transfer fossilization. Based on these findings, this study constructs a “Hierarchical Constraint Model of Trilingual Transfer” and proposes a targeted “Trilingual Contrastive Teaching Strategy”, aiming to overcome the bottleneck of interlanguage fossilization and provide reference for Arabic-Chinese teaching and the development of multilingual acquisition theories.