摘要
本研究以跨语言重复启动范式探究二语水平不同的藏-汉-英三语者英语词汇语义通达模式。结果显示:藏汉双语均熟练者三语词汇语义通达借助二语汉语,但不借助一语藏语;藏语熟练汉语相对熟练者三语词汇语义通达借助一语藏语,二语汉语起到抑制作用。综合以往研究结果表明,二语水平对三语词汇语义通达有重要影响。
L3 semantic access models of Tibetan-Chinese-English trilinguals with different L2 proficiency were investigated in a series of experiments of cross-language repetition priming paradigm. The results indicated that trilinguals with high L2 proficiency accessed the conceptual representation of the third language through L2 but not L1. However, trilinguals with lower L2 proficiency accessed the conceptual representation of the third language through L1, with an inhibitory control effect from L2. The L2 proficiency was therefore argued to have significant effects on L3 semantic assess by trilinguals.
出处
《外语教学与研究》
CSSCI
北大核心
2018年第5期727-737,共11页
Foreign Language Teaching and Research
基金
兰州大学中央高校基本科研业务经费项目“甘肃藏区《英语课程标准》实施效度研究”(17LZUJBWZY069,陈建林主持)
“甘南藏族中学三语语义通达机制研究”(18LZUJBWYJ045,张聪霞主持)
“甘肃藏族中学生英语写作中的二语迁移作用研究”(18LZUJBWYJ046,程蓉主持)以及“汉语水平对甘南藏族中学生藏-汉-英语码转换及其代价研究”(18LZUJBWYJ047,刘晓燕主持)的支持.
