雙語控制與產(chǎn)出一直是心理語言學界探討的重要課題。由于兩套語言系統(tǒng)的存在,雙語控制相較于單語控制難度更大、更為復雜。因此,雙語者大腦中的語言控制機制如何發(fā)生作用,以保證雙語者能夠在日常生活中自如、流利地進行語言切換與產(chǎn)出,也成為眾多國內(nèi)外研究者關(guān)注的問題。然而,在雙語控制機制的諸多基本問題上,研究者們提出了諸多不同、甚至相反的理論,各方觀點尚未達成一致。例如,關(guān)于雙語控制機制的本質(zhì),既往研究大致分為“抑制控制說”和“激活控制說”兩派,前者認為雙語者的語言控制通過對非目標語的抑制實現(xiàn),而后者則認為語言控制通過對目標語的持續(xù)激活(過度激活)來實現(xiàn):對于雙語控制的范疇,研究者們提出了“整體控制說”和“局部控制說”,前者認為雙語控制是對整個非目標語的控制,而后者認為雙語控制機制僅對此前激活過的個別詞匯進行局部控制。此外,對于語言切換的行為效應(yīng)、二語水平對雙語控制機制的影響以及“漢語-英語”這一語言組合,相關(guān)研究則略顯不足。因此,在前人理論和實證研究基礎(chǔ)上,本研究以漢英不平衡雙語者的雙語控制機制為研究對象,從詞匯層面出發(fā),具體探討不平衡雙語者雙語控制機制的本質(zhì)、范疇、語言切換的行為效應(yīng)以及二語(英...

【文章頁數(shù)】：176 頁

【學位級別】：博士

【文章目錄】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purposes and Research Questions
    1.3 Organization of the Dissertation
Chapter Two Literature Review
    2.1 Key Terms Defined
        2.1.1 Bilingual
        2.1.2 Speech Production
        2.1.3 Lexical Access
        2.1.4 Priming
        2.1.5 Bilingual Language Control
    2.2 Theories of Speech Production
        2.2.1 Monolingual Speech Production Models
            2.2.1.1 Spreading Activation Theory (Dell, 1986)
            2.2.1.2 Blueprint of the Speaker (Levelt, 1989,1999)
        2.2.2 Bilingual Speech Production Models
            2.2.2.1 Bilingual Production Model (De Bot,1992)
            2.2.2.2 Model of Bilingual Speech Production (Kormos, 2006)
    2.3 Research on the BLC Mechanism
        2.3.1 Nature of the BLC Mechanism
            2.3.1.1 The Inhibition Account
            2.3.1.2 The Activation Account
            2.3.1.3 The Language Selection Account
            2.3.1.4 The Selection Threshold Account
        2.3.2 Scope of the BLC Mechanism
        2.3.3 Behavioral After-effects of the BLC Mechanism
        2.3.4 Research Paradigms and Methodology
            2.3.4.1 Language Switching Paradigm (Meuter & Allport, 1999)
            2.3.4.2 Picture-Word Interference (PWI) Paradigm
            2.3.4.3 Examining Shared Cross-language Properties
            2.3.4.4 Electrophysiological and Neuroimaging Methods
    2.4 Limitations of Previous Research
    2.5 Summary
Chapter Three Experiment Design
    3.1 Participants
    3.2 Materials
    3.3 Procedure
        3.3.1 Sequence
        3.3.2 Time
        3.3.3 Color Cue
    3.4 Data Collection and Pretreatment
Chapter Four Results
    4.1 Results of the Higher-L2-proficiency Group
        4.1.1 Start Block vs. Return Block: New Items
        4.1.2 Start Block vs. Return Block: Repeated Items
        4.1.3 Switch Block: New Items v.s. Repeated Items
        4.1.4 Bross-section Comparisons
            4.1.4.1 Chinese: S1-B1-New v.s. S2-B2-New
            4.1.4.2 English: S2-B1-New v.s. S1-B2-New
    4.2 Results of the Lower-L2-proficiency Group
        4.2.1 Start Block vs. Return Block: New Items
        4.2.2 Start Block vs. Return Block: Repeated Items
        4.2.3 Switch Block: New Items v.s. Repeated Items
        4.2.4 Cross-section Comparisons
            4.2.4.1 Chinese: Sl-Bl-New v.s. S2-B2-New
            4.2.4.2 English: S2-Bl-New v.s. S1-B2-New
    4.3 Comparison of the Two Participant Groups
        4.3.1 Similarities of the Two Groups
        4.3.2 Differences of the Two Groups
    4.4 Summary
Chapter Five Discussion
    5.1 Nature of the BLC Mechanism
    5.2 Scope of the BLC Mechanism
    5.3 Behavioral After-effects of Language Switching
        5.3.1 Priming Effects
            5.3.1.1 Repetition Priming
            5.3.1.2 Translation Priming
        5.3.2Language Switching Effects
            5.3.2.1 Language Switching Effects on L1
            5.3.2.2 Language Switching Effects on L2
    5.4 The Role of L2 Proficiency
    5.5 Summary
Chapter Six Conclusion
    6.1 Summary of the Present Study
    6.2 Major Findings of the Present Study
    6.3 Significance and Implications of the Present Study
    6.4 Limitations and Suggestions for Future Research
References
Appendix Ⅰ Participant Consent Form
Appendix Ⅱ Language Background Questionnaire
Appendix Ⅲ Pictures of the Experiment



本文編號：3866188