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高引论文｜国内外“语言接触”研究TOP1-100
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以下排名和筛选依据“中国知网”引用数据
截止于2023年12月1日
国内高引论文（第24期）
TOP 1
近年来语法化研究的进展被引频次 941
吴福祥，中国社会科学院语言研究所摘 要 本文从“语法化的单向性问题”、“语法化与仪式化”、“形式学派的语法化研究”、“语法化与语言接触”以及“主观化与交互主观化”五个方面 ,介绍近10年来国外语法化研究的进展。
TOP 2
语法化的特征、动因和机制——认知语言学视野中的语法化研究被引频次 2475
王寅，四川外语学院外国语文研究中心严辰松，解放军外国语学院学报编辑部摘 要 语法化是语言演变的重要方面,是当代语言学(包括认知语言学)关注的重要课题之一。语法化的过程是:语言形式的意义从实义向虚义转变,其功能从实词向语法功能词、附着成分、词缀、乃至屈折形式演变。这一过程呈现单向、有序、抽象化和专门化等特征。高频率重复和惯常化是语法化的必要条件,它的动因包括语言接触、创新用法、误解和误用及语用因素。通常认为,语法化的机制是类推和重新分析,演变的方式有隐喻、转喻和主观化等。
TOP 3
关于语言接触引发的演变
被引频次 407
吴福祥，广西大学语言学中心摘 要 语言演变有“内部因素导致的演变”和“语言接触引发的演变”两种基本类型。后一类语言演变近年来受到历史语言学家普遍关注,成为历史语言学的一个重要研究领域。本文基于托马森的研究框架,综述和讨论接触引发的语言演变相关的几个问题。
TOP 4
词汇语法化的动因
被引频次 341
马清华，温州师范学院语义研究中心摘 要 词汇语法化是词的多义发生学的一部分,它与词的实义性变化有着相近的诱发原理,不管已揭示出的语法化动因有多少条,概其要者,不外乎现实作用力、心理力量、语言接触、语言内部力量四种。由于语法化撇去了意义中的实体性和物质性内容,因而在演化细节上与词汇实义性变化多少有些差异。本文力求全面地对语法化动因进行补充、归纳、整理、分析和解释。
TOP 5
语言接触对语言演变的影响被引频次 191
吴安其，中国社会科学院民族学与人类学研究所摘 要 语言接触对语言的语音、语法和词汇的演变有一定的影响。语言区域性特征往往是古代的某一类语言或方言的底层的表现,语言联盟这样的归纳不能代替发生学分类。汉语方言先喉塞音的分布与古百越民族的分布相当一致,是侗台语语音底层的表现。文白异读中文读声类和韵类的变化不是语音的借用,是模仿。
TOP 6
从“得”义动词到补语标记——东南亚语言的一种语法化区域
被引频次 146
吴福祥，中国社会科学院语言研究所摘 要 本文从接触语言学和语法化角度论证东南亚语言"得"义语素多功能模式的平行性是语法复制(接触引发的语法化)的产物,体现的是一种典型的语法化区域。在这个语法复制过程中汉语是模式语,其他东南亚语言是复制语;换言之,相关东南亚语言的"得"义语素多功能模式导源于对汉语"‘得’义动词>补语标记"这一"簇聚"式语法化模式的复制。
TOP 7
论族群互动中的语言接触
被引频次 146
摘 要 二十一世纪人类将逐渐走向全球经济一体化和文化多元化。这种格局的形成必然要以各国以及各族群之间的经济、文化交流为前提；以语言沟通和语言接触为手段。面临这样的局势，研究族群互动（往来）中的语言接触将具有十分重要的现实意义。语言接触既能反映族群之间文化交往的历史；它也是语言演变的成因之一。探索今后人类语言演变的方向将是一项超前意识的研究课题。语言学界和入类学界都关注族群互动中的语言接触问题。过去的语言学论著谈的多是国外的语言接触情况。近年来，我国学者结合国内语言实际从语言关系，区域性特征，双语研究等角度论及一些语言接触问题。但由于探讨的角度不同，都未能全面，深入地研讨这一问题。而一些直接论及语言影响的论著又多为具体语言的清况，缺乏综合研究和理论上的概括。人类学界论述的多是族群互动中的文化接触，很少论及语言的接触情况。笔者于1997 年曾以“论语言接触”为题撰文，提交给第30 届国际汉藏语言学会议，结合国内语言实际从理论上作了较全面的探讨。该文现已发表在《中国语言学的新拓展——庆祝王士元教授65 华诞》（香港城市大学出版社， 1999) 。本课题在该文基础上作了更进一步的研究；对某些问题有更清晰和详尽的阐述并从族群互动角度分析了社会条件对语言接触现象的制约，语言接触中所发生的不同现象的原因等。
TOP 8
语言接触导致汉语方言分化的两种模式被引频次 145
陈保亚，北京大学汉语语言学研究中心摘 要 民族语言在和汉语的接触中通过两种方式影响汉语。首先是汉语民族方言通过母语干扰有规则有系统地影响汉语,导致方言的形成,其次是汉语民族方言通过母语转换变成汉语方言。对话状态是认识这两种方式的关键,汉族说民族语言和民族说汉语是不同的对话状态。通常所说的混合语往往可以通过对应语素的有阶分布确定其早期对话状态,因此很多混合语可以看成转型汉语方言。孤岛条件下的母语干扰是形成转型汉语方言的重要条件。
TOP 9
语言接触与语言区域性特征
被引频次 133
黄行，中国社会科学院民族学与人类学研究所摘 要 中国语言的结构类型表现出明显区域性趋同倾向。本文以语言地理数据描述中国不同地区语言的结构特点,着重分析因语言接触而引起的语言区域性的趋同变异。
TOP 10
语言接触研究必须处理好的几个问题
被引频次 122
摘 要 语言接触研究中必须处理好几个问题：鉴别语言影响成分是研究语言接触的基础和前提；在研究步骤上要由近及远,在研究范围上要由小到大；对语言的敏锐性和耐心求证相结合。
\ 作者分析 /
以100篇论文的所有作者为数据，高引作者（筛选）如下：
吴福祥、陈保亚、瞿继勇、李云兵、贺阳、罗自群、张俊阁、李崇兴等人。\ 单位分析 /
\ 篇名分析 /
\关键词分析 /
\ 期刊分析 /
后台回复“高引论文第24期”
可获取完整名单
以下排名和筛选依据“SSCI”引用数据
仅选Web of Science核心合集
截止于2023年12月1日
国外高引论文（第24期）
TOP 1
Linguistic landscape and ethnolinguistic vitality - An empirical study
Cited frequency 829
Landry R, Bourhis RY, Universitd de MonctonAbstract Linguistic landscape refers to the visibility and salience of languages on public and commercial signs in a given territory or region. It is proposed that the linguistic landscape may serve important informational and symbolic functions as a marker of the relative power and status of the linguistic communities inhabiting the territory. Using the theoretical framework of ethnolinguistic vitality, it was hypothesized that the experience of the linguistic landscape by members of a language group may contribute to social psychological aspects of bilingual development. Factor analysis results show that the linguistic landscape emerges as a distinct factor separate from other measures of linguistic contacts. This factor was an important correlate of subjective ethnolinguistic vitality representing perceptions of the vitality of the in-group language in various domains. The study also found relations between the Linguistic Landscape factor and degree of in-group language use, especially in institutional settings, suggesting a ''carryover effect'' of the linguistic landscape on language behavior.
TOP 2
The dynamics of new Englishes: From identity construction to dilect birth
Cited frequency 388
Schneider, EW，National University of SingaporeAbstract So-called NEW ENGLISHES, distinct forms of English which have emerged in postcolonial settings and countries around,the globe, have typically been regarded individually, as unique varieties shaped by idiosyncratic historical conditions and contact settings, and no coherent theory to account for these processes has been developed so far. This article argues that despite all obvious dissimilarities, a fundamentally uniform developmental process, shaped by consistent sociolinguistic and language-contactconditions, has operated in the individual instances of rerooting the English language in another territory. At the heart of this process there are characteristic stages of identity construction by the groups involved, with similar relationships between the parties in migration contact settings (i.e. the indigenous population and immigrant groups, respectively) having resulted in analogous processes of mutual accommodation and, consequently, similar sociolinguistic and structural outcomes. Outlining a basic developmental scenario, I suggest that speech communities typically undergo five consecutive phases in this process-FOUNDATION, EXONORMATIVE STABILIZATION, NATIVIZATION, ENDONORMATIVE STABILIZATION, and DIFFERENTIATION-and I describe the sociolinguistic characteristics of each one. This framework is then applied to case studies of seven different countries (Fiji, Hong Kong, Malaysia, the Philippines, Singapore, Australia, and New Zealand) which, I argue, are currently positioned at different points along the developmental cycle.
TOP 3
Personality, attitudes, and affect as predictors of second language communication
Cited frequency 361
MacIntyre PD, Cape Breton UniversityCharos C, Carnegie Mellon UniversityAbstract Numerous studies have established the importance of affective variables, such as attitudes, motivation, perceived competence, and anxiety, in predicting success in second language learning and communication. Path analysis was used to investigate the relations among these variables, to examine their impact on the frequency of second language communication and to examine the role of global personality traits. Significant paths affecting the frequency of communication were found, from willingness to communicate in the second language (L2), language learning motivation, perceived L2 communicative competence, and the opportunity for contact with L2 speakers. Further results demonstrate that global personality traits and language-related affective variables (such as attitudes and anxiety) set the psychological context for second language communication. These results are interpreted in terms of models of second language learning and communication.
TOP 4
Context, contact, and cognition in oral fluency acquisition - Learning Spanish in at home and study abroad contexts
Cited frequency 314
Segalowitz N, Queensland University of Technology (QUT)Freed BF, Carnegie Mellon University
Abstract This study investigates the role of context of learning in second language (L2) acquisition. Participants were 40 native speakers of English studying Spanish for one semester in one of two different learning contexts-a formal classroom at a home university (AH) and a study abroad (SA) setting. The research looks at various indexes of oral performance gains-particularly gains in oral fluency as measured by temporal and hesitation phenomena and gains in oral proficiency based on the Oral Proficiency Interview (OPI). The study also examines the relation these oral gains bore to L2-specific cognitive measures of speed of lexical access (word recognition), efficiency (automaticity) of lexical access, and speed and efficiency of attention control hypothesized to underlie oral performance. The learners also provided estimates of the number of hours they spent in extracurricular language-contact activities. The results show that in some respects learners in the SA context made greater gains, both in terms of temporal and hesitation phenomena and in oral proficiency as measured by the OPI, than learners in the AH context. There were also, however, significant interaction effects and correlational patterns indicating complex relationships between oral proficiency, cognitive abilities, and language contact. The results demonstrate the importance of the dynamic interactions that exist among oral, cognitive, and contextual variables. Such interactions may help explain the enormous individual variation one sees in learning outcomes, and they underscore the importance of studying such variables together rather than in isolation.
TOP 5
Epistemics in Action: Action Formation and Territories of Knowledge
Cited frequency 306
Heritage J, University of California Los Angeles College of Letters and ScienceAbstract This article considers the role of grammatical form in the construction of social action, focusing on turns that either assert or request information. It is argued that the epistemic status of a speaker consistently takes precedence over a turn's morphosyntactically displayed epistemic stance in the constitution of the action a turn is implementing. Insofar as asserting or requesting information is a fundamental underlying feature of many classes of social action, consideration of the (relative) epistemic statuses of the speaker and hearer are a fundamental and unavoidable element in the construction of social action. A range of examples illustrate patterns of convergence and divergence in the relation between epistemic status and epistemic stance.Even where an utterance is in the linguistic form of a question, and seems to be doing questioning, the latter will not be adequately accounted for by the former. For if the question form can be used for actions other than questioning, and questioning can be accomplished by linguistic forms other than questions, then a relevant problem can be posed not only about how a question does something other than questioning, but about how it does questioning; not only about how questioning is done by non-question forms, but about how it gets accomplished by question forms. (Schegloff, 1984, pp. 34-35)We could not utter a phrase meaningfully unless we adjusted lexicon and prosody according to what the categoric or individual identity of our putative recipients allows us to assume they already know, and knowing this, don't mind our openly presuming on it. At the very center of interaction life is the cognitive relation we have with those present before us, without which relationship our activity, behavioral and verbal, could not be meaningfully organized. And although this cognitive relationship can be modified during a social contact, and typically is, the relationship itself is extrasituational, consisting of the information a pair of persons have about the information each other has of the world, and the information they have (or haven't) concerning the possession of this information. (Goffman, 1983, pp. 4-5)
TOP 6
Creating a New Town koine: Children and language change in Milton Keynes
Cited frequency 236
Kerswill P, Williams A, University of York - UKAbstract Koineization - the development of a new, mixed variety following dialect contact - has well-documented outcomes. However, there have been few studies of the phenomenon actually in progress. This article describes the development of a new variety in the English New Town of Milton Keynes, designated in 1967. The article is structured around eight "principles" that relate the process of koineization to its outcomes. Recordings were made of 48 Milton Keynes-born children in three age groups (4, 8, and 12), the principal caregiver of each child, and several elderly locally born residents. Quantitative analysis of ten phonetic variables suggests that substantial but not complete focusing occurs in the child generation. The lack of linguistic continuity in the New Town is demonstrated, and the time scale of koineization there is discussed. Finally, it is shown that demography and the social-network characteristics of individuals are crucial to the outcomes of koineization.
TOP 7
Contact, the feature pool and the speech community: The emergence of Multicultural London English
Cited frequency 230
Cheshire J, Queen Mary University London
Kerswill P, University of York - UK
Fox S, University of Bern
Torgersen E, Norwegian University of Science and Technology
Abstract In the multilingual centres of Northern Europe's major cities, new varieties of the host languages are emerging. While some analyse these 'multiethnolects' as youth styles, we take a variationist approach to an emerging 'Multicultural London English' (MLE), asking: (1) what features characterise MLE; (2) at what age(s) are they acquired; (3) is MLE vernacularised; and (4) when did MLE emerge, and what factors enabled this? We argue that innovations in the diphthongs and the quotative system are generated from the specific sociolinguistics of inner-city London, where at least half the population is undergoing group second-language acquisition and where high linguistic diversity leads to a heterogeneous feature pool to select from. We look for incrementation (Labov 2001) in the acquisition of the features, but find this only for two 'global' changes, BE LIKE and GOOSE-fronting, for which adolescents show the highest usage. Community-internal factors explain the age-related variation in the remaining features.
TOP 8
Willingness to communicate in a second language -: The effects of context, norms, and vitality
Cited frequency 208
Clément R, University of Ottawa
Baker SC, University of Queensland
MacIntyre PD, Cape Breton University
Abstract Past research has focused primarily on second langauge (L2) acquisition as a tool for promoting intercultural communication. The social context model, for example, stresses the importance of contact, L2 confidence, and identity in acquiring a L2. The willingness to communicate (WTC) model, however emerged from a concern with the functions of L2 use. This study combines these two models to consider both contextual and individual difference variables in L2 use. Participants were 130 Anglophone (majority) and 248 Francophone (minority) students attending a Canadian bilingual university. Path analyses supported a model in which context, individual, and social factors were all important determinants of L2 use, although patterns of relations differed depending on the ethnolinguistic vitality of the group. The importance of subjective norms was further confirmed as moderators of the relationship between L2 confidence and identity among Francophones. Results are discussed within the context of current models of intergroup communication.
TOP 9
Translanguaging and Identity in Educational Settings
Cited frequency 204
Creese A, University of Stirling Faculty of Social SciencesBlackledge A, University of Stirling Faculty of Social Sciences,University of Stirling Faculty of Social Sciences
Abstract This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on "translanguaging," examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.
TOP 10
Subject realization and crosslinguistic interference in the bilingual acquisition of Spanish and English: what is the role of the input?
Cited frequency 189
Paradis J, University of Stirling Faculty of Social SciencesNavarro S, University of Stirling Faculty of Social Sciences,University of Stirling Faculty of Social Sciences
Abstract This study investigated whether crosslinguistic interference occurs in the domain of subject realization in Spanish in a bilingual acquisition context. We were also interested in exploring whether the source of the interference is due to child-internal crosslanguage contact between English and Spanish, as is commonly assumed, or due to the nature of the language input in a bilingual family, a factor which has not typically been considered in studies of crosslinguistic influence. The use of subjects in a null subject language like Spanish is a phenomenon linked to the pragmatics/syntax interface of the grammar, and thus, is a domain where crosslinguistic is predicted to be likely to occur in bilingual acquisition (Muller & Hulk, 2001). Using spontaneous language data available from CHILDES (www.childes.psy.cmu.edu), we examined the use of overt subjects in Spanish by two Spanish monolingual children (ages: 1;8-2;7 and 1;8-1;11) one Spanish-English bilingual child (age 1;9-2;6) and their parental interlocutors. We looked at the proportions of overt versus null subjects as well as the discourse-pragmatic contexts of overt subject use by the children in order to uncover bilingual/monolingual differences in the distributional properties and the functional determinants of subject realization. We also looked at identical variables in the speech of the children's parental interlocutors to investigate the potential influence of the input on the children's output. Our results suggest that the bilingual child showed patterns in her subject realizations in Spanish that could be interpreted as due to crosslinguistic effects from English; however, there is also evidence that these effects may have a source in the input, rather than resulting from internal crosslanguage contact. While our data do not permit us to distinguish conclusively between these two possible sources, they indicate that future research on crosslinguistic influence in bilingual acquisition should take input into account.
\ 作者分析 /
以100篇论文的所有作者为数据，高引作者（筛选）如下：
Landry, R; Bourhis, RYSchneider, EWMacIntyre, PD; Charos, CSegalowitz, N; Freed, BFHeritage, JohnKerswill, P; Williams, ACheshire, Jenny; Kerswill, Paul; Fox, Sue; Torgersen, EivindClément, R; Baker, SC; MacIntyre, PDCreese, Angela; Blackledge, AdrianParadis, J; Navarro, S
\ 单位分析 /
\ 篇名分析 /
\关键词分析 /
\ 期刊分析 /
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