摘要
本研究以修正层级模型为理论框架,研究了不同学习阶段的中国英语学习者的词汇和概念表征发展模式。初、中和高三组共130名受试参加了从英语到汉语的翻译判断任务,采用混合效应的线性回归模型拟合数据。结果发现:1)初级学习者显著受词形干扰,但不受语义干扰,说明他们主要通过二语与母语的词汇联接通达二语词汇,无法直接建立单词与概念的联接;2)中级组既受明显的词形干扰也受语义干扰,但词形干扰大于语义干扰,说明他们仍主要依赖与母语的词汇关联来通达二语词汇,但已能以概念为中介,利用概念信息进行词汇通达;3)高级组既受词形干扰,也受语义干扰,语义干扰强度大于词形干扰,说明他们已经建立了较强的词形与概念的直接关联,可直接激活概念信息通达语义。总体看,词汇联接始终是中国英语学习者词汇语义加工的一条重要通道,不会随着学习者语言水平的提高而消失。从教学上看,应鼓励使用能够整合词形与概念信息的教学和学习方法(如"词汇-图片"关联法),便于从一开始就建立词形与概念的直接联系。
Under the framework of Revised Hierarchical Model, this study examined the development of lexical and conceptual representation in bilingual memory of Chinese EFL learners at different stages of their English learning. 130 participants from three proficiency groups(beginning, intermediate, and advanced) took part in a translation recognition task from English to Chinese. Mixed-effects linear regression modelling was employed to fit the data using R. Results indicated that: 1) Beginners suffered from signifi cant form interferences, but not semantic interferences, showing that they exclusively relied on lexical links between L1 and L2 to access L2 word meaning. 2) Intermediate learners met with both form and semantic interferences, indicating that their lexical access was conceptually mediated. 3) Advanced learners experienced both form and semantic interferences but their semantic interference was larger than form interference. This demonstrated that they had established strong links between L2 word forms and their concepts. Nevertheless, lexical links remain to be a major venue for our learners' L2 lexical processing. This study's pedagogical implication is that both EFL learners and their instructors need to employ methods for the use of integrating semantic information into word forms in L2 vocabulary learning and teaching.
出处
《外语教学与研究》
CSSCI
北大核心
2017年第5期767-779,共13页
Foreign Language Teaching and Research
基金
上海交通大学文理交叉专项基金"二语阅读‘门槛效应’的语言及认知神经机制研究"(16JXRZ08
主持人吴诗玉)
上海市哲学社会科学规划青年课题"英汉语学习者动词习得中语义重构及其路径的跨语言研究"(2015EYY02
主持人马拯)项目的资助
