摘要
本文基于对56篇外语具身效应实证研究文献的系统性回顾,梳理外语具身效应的影响因素及其作用机制.具身性、教学方法、习得年龄、外语水平和语言距离等因素均可影响外语的具身效应.外语语言成分和外语教学方法的具身性越强,其具身效应就越明显,外语学习效果亦越好;晚习得双语者在大多数情形下的具身效应弱于早习得双语者;外语水平越高,语言距离越小,外语具身效应就越明显.本文提出的"外语具身效应的作用路径与机制模型"可较好地阐释外语具身效应的作用路径与机制.
Abstract
We systematically review 56 empirical studies on the embodiment effects of foreign languages(EEFL)by examining their modulating factors and operational mechanisms.Factors such as embodiment,teaching methods,age of acquisition(AoA),foreign language proficiency,and linguistic distance can modulate the EEFL.Specifically,the greater embodiment the elements of a foreign language and the teaching methods possess,the more EEFL appears with better outcomes in foreign language teaching.In general,the bilinguals with late AoA exhibit weaker EEFL than those with early AoA,while those with high proficiency in foreign language,or whose mother tongue is linguistically distant from their foreign languages would display more overt EEFL.The"Model for the Operational Pathways & Mechanism of the EEFL"proposed herein can better interpret the operational pathways and mechanisms of the EEFL.
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