本文選題：晚期哈—漢雙語者　切入點：心理詞典　出處：《新疆師范大學》2014年碩士論文

【摘要】：隨著我國在中西部地區(qū)廣泛普及雙語教育和教學，很有必要從認知心理學的角度對少數(shù)民族雙語者學習第二語言漢語的現(xiàn)狀進行了解，深入探討其兩種語言的語義表征特點和內部動態(tài)聯(lián)系機制。這不僅是雙語知識表征研究中的一個重要組成部分，可以豐富和補充雙語知識表征的研究理論和框架，也為中西部地區(qū)的雙語教育及教學提供心理學角度的理論依據(jù)和實踐指導。 本研究首先對國內外有關雙語心理詞典表征的概念、研究歷史和現(xiàn)狀、研究范式和方法等方面進行了系統(tǒng)地回顧。其次，在評述以往研究成果的基礎上聚焦了本研究想要探討的問題，采取更為科學有效的跨語言長時重復啟動范式下的范疇判斷任務和詞匯判斷任務探討晚期熟練和非熟練哈—漢雙語者（即第一語言為哈薩克語，第二語言為漢語的雙語者）的心理詞典表征及語義通達特點。研究一，通過實驗1的范疇判斷任務和實驗2的詞匯判斷任務分別對熟練和不熟練的哈—漢雙語者心理詞典的語義表征和特點在同語言（哈—哈）和跨語言（漢—哈）兩種條件下進行對比考察。研究二，通過實驗3和實驗4采用學習階段為范疇判斷，測驗階段為詞匯判斷的實驗任務對熟練和不熟練的哈—漢雙語者第二語言詞匯的通達模式進行考察，，另外，實驗5通采用語音中介啟動和跨語言長時重復啟動相結合的范式進一步考察語音在熟練和非熟練哈—漢雙語者第二語言詞匯的通達機制中的作用。 研究結果表明：（1）無論是熟練的哈—漢雙語者還是非熟練的哈—漢雙語者，其心理詞典的語義表征特點都是哈薩克語和漢語的語義概念是共享的，詞匯的形式表征是分離的，支持了目前關于雙語心理詞典表征研究的語義概念表征共享，詞匯形式表證分離的觀點。（2）不同熟練程度的哈—漢雙語者第二語言漢語的詞匯通達方式是不同的，表現(xiàn)為熟練的哈—漢雙語者可以不需要借助于一語詞匯的表征直接通達共享的語義概念；非熟練的哈—漢者則需要經過第一語言的詞匯表征層才能通達共享的語義概念。熟練的哈—漢雙語者兩種語言的聯(lián)系模式支持概念調節(jié)模型，非熟練哈—漢雙語者兩種語言的聯(lián)系模式支持詞匯連接模型。（3）第一語言的語音表征信息在第二語言漢語詞匯通達過程中被激活并產生了中介啟動作用。（4）第二語言的熟練程度對哈—漢雙語者第二語言漢語的詞匯通達方式有一定的影響作用。
[Abstract]:With the extensive popularization of bilingual education and teaching in the central and western regions of China, it is necessary to understand from the perspective of cognitive psychology the current situation of bilingual ethnic minorities in learning Chinese as a second language.The semantic representation and internal dynamic mechanism of the two languages are discussed.This is not only an important part of the study of bilingual knowledge representation, but also enriches and complements the research theory and framework of bilingual knowledge representation.It also provides theoretical basis and practical guidance for bilingual education and teaching in the central and western regions.In this study, the concepts of bilingual mental lexicon representation, the history and present situation, the research paradigm and methods are reviewed systematically.Secondly, on the basis of reviewing the previous research results, the paper focuses on the problems that this study wants to discuss.Using a more scientific and effective task of category judgment and lexical judgment under the paradigm of long time repeated priming across languages; A study of late proficient and unskilled Ha-Chinese bilinguals (that is, the first language is Kazakh).The second language is the bilingual of Chinese.Study one,Through the category judgment task of experiment 1 and the lexical judgment task of experiment 2, the semantic representation and characteristics of the proficient and unskilled Ha-Chinese bilingual mental dictionary are respectively in the same language (Ha-ha) and cross-language (Han -ha).A comparative study was carried out under different conditions.In the second study, through experiment 3 and experiment 4, using the learning stage as the category judgment and the test stage as the lexical judgment, the second language comprehension model of the proficient and unproficient Ha-Chinese bilinguals was investigated. In addition,In experiment 5, the role of speech in the access mechanism of the second language vocabulary of both skilled and unproficient Ha-Chinese bilinguals was further investigated by using the paradigm of speech intermediary priming and cross-language long-time repetition priming.The results show that the semantic representation of the psychological dictionaries is that the semantic concepts of Kazakh and Chinese are shared, and the formal representation of vocabulary is separated, regardless of whether they are proficient in Ha-Ha-Chinese bilingual or unskilled Ha-Chinese bilingual.It supports the view of semantic conceptual representation sharing and separation of lexical forms of representation of bilingual psychological dictionaries. Different proficiency levels of Ha-Chinese bilinguals have different ways of reaching Chinese as a second language.It is shown that the proficient Ha-Chinese bilinguals do not need to use the representation of one-language words to directly access shared semantic concepts, while the unskilled ones need to pass through the lexical representation layer of the first language in order to reach the shared semantic concepts.The proficient Ha-Chinese bilingualism model supports conceptual adjustment models.The connection pattern of unskilled Ha-Chinese bilinguals supports the lexical connection model. 3) the phonetic representation information of the first language is activated in the process of Chinese vocabulary access in the second language and has a mediating priming role in the second language.The proficiency level of Kazakh-Chinese bilinguals has a certain effect on the lexical access to the second language of Kazakh-Chinese bilinguals.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842.3

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