从习得年龄效应看大学生英语写作中常用词超用现象

Common word overuse in the English writing of college students in China—In light of age of acquisition effect

本研究以习得年龄效应解释大学生英语写作中常用词超用现象，假设语义共享或相似的一组二语词项中，词频水平较高的早期习得词相对于晚期习得词更具义—形提取优势，在写作中表现为常用词的过度使用。实验考察了两种词汇练习方式--单句阅读（输入驱动下的形→义加工练习）和单句填空式汉译英（输出驱动下的义→形加工练习）--对30 个低频晚期词的习得效果与提取优势的影响，以及对同语义早期词优势程度的干预作用。结果显示，产出性练习是制约同义早/ 晚期词相对提取优势的主要因素；加强强制性输出练习可减弱写作中的习得年龄效应，改善常用词超用现象。

The study attempts to interpret the word overuse phenomenon in the English writing of college students in terms of Age of Acquisition Effect. It is hypothesized that of a group of L2 items sharing similar meaning， the high-frequency， early-acquired word tends to be retrieved more easily than the late-acquired ones， causing word overuse in L2 writing. An experiment was conducted to investigate the effects of inputdriven task (glossed sentence reading) and pushed output task (L1-L2 phrase translation) on the acquisition of 30 low-frequency late words as well as on their retrieval. In line with the empirical evidence， productive practice was identified as a determinant of early vs. late word processing and pushed output exercise was believed to be effective in reducing AoA effect and word overuse in L2 writing.