【摘要】：雙語者的語碼轉(zhuǎn)換機(jī)制一直受到心理語言學(xué)的關(guān)注。其中,雙語者詞匯-概念表征特點(diǎn)是雙語研究的熱點(diǎn)。翻譯啟動(dòng)條件下的詞匯語義判斷實(shí)驗(yàn)是研究雙語者心理表征的重要范式之一。早期對漢-英雙語者的詞匯-概念表征特點(diǎn)的研究中,采用漢-英和英-漢的跨語言翻譯啟動(dòng)的啟動(dòng)范式比較多,而采取英語釋義-英語和漢語釋義-英語這種實(shí)驗(yàn)設(shè)計(jì)的啟動(dòng)范式比較少見。本研究共包括兩個(gè)實(shí)驗(yàn)。實(shí)驗(yàn)1采用2 (詞匯量水平:高,低)x2 (意譯啟動(dòng)方式:漢-英,英-英)x1 (生詞)三因素混合設(shè)計(jì)。實(shí)驗(yàn)2采用2 (英語水平:高,低)x2 (熟悉度:高,低)x2 (意譯啟動(dòng)方式:漢-英,英-英)三因素混合設(shè)計(jì)。通過對兩個(gè)實(shí)驗(yàn)數(shù)據(jù)的處理與分析,進(jìn)一步論證初中生在英語水平(高、低)、詞匯量(高、低)兩種條件下,漢-英語碼轉(zhuǎn)換時(shí)的心理表征是否相同;以及在英語水平(高、低)和詞匯量(高、低)兩種條件下,初中生對不同熟悉程度的第二語言(高、低、生詞)識別時(shí),是否存在兩種語言聯(lián)接強(qiáng)度的差異。通過實(shí)驗(yàn)研究,實(shí)驗(yàn)1得出以下結(jié)果:(1)漢-英和英-英的語義判斷任務(wù)均出現(xiàn)意譯啟動(dòng)效應(yīng)。(2)漢-英范式下,詞匯量高組正確率高于英-英范式下的正確率,差異不顯著;詞匯量低組正確率高于英-英范式下的正確率,差異顯著。(3)詞匯量高、低兩組均在漢-英范式下的反應(yīng)時(shí)低于英-英范式下的反應(yīng)時(shí)。詞匯量高組在漢-英范式下的正確率和英-英范式下的正確率差異不顯著。實(shí)驗(yàn)2得出以下結(jié)果:(1)漢-英和英-英的語義判斷任務(wù)均出現(xiàn)意譯啟動(dòng)效應(yīng)。(2)無論熟悉性高還是熟悉性低的啟動(dòng)詞,英語水平高、低兩組被試在漢-英范式下的反應(yīng)時(shí)都顯著低于在英-英范式下的反應(yīng)時(shí),差異顯著;漢-英范式下的正確率顯著高于英-英范式下的正確率,差異顯著。(3)英語水平高、低兩組被試在漢-英范式下所用的反應(yīng)時(shí)和在英-英范式下所用反應(yīng)時(shí)均存在顯著差異。本研究得出的結(jié)論是:在第二語言習(xí)得的最初階段,初中雙語者漢語、英語兩種語言之間的聯(lián)系非對稱,概念表征共享,詞匯表征分離。漢語到英語翻譯詞對的語義聯(lián)系大于英語到英語。第二語言詞匯通過一語的翻譯對等詞和概念發(fā)生聯(lián)系。初中漢-英雙語者的詞匯通達(dá)方式仍以詞匯聯(lián)結(jié)模型為主。研究結(jié)果支持詞匯聯(lián)結(jié)模型。
[Abstract]:The code-switching mechanism of bilinguals has been paid close attention to by psycholinguistics. Among them, bilinguals' lexical-conceptual representation is a hot topic in bilingual research. Lexical semantic judgment experiment under the condition of translation initiation is one of the most important paradigms in the study of bilinguals' psychological representation. In the early studies on the lexical-conceptual representation characteristics of Chinese-English bilinguals, there are many priming paradigms using Chinese-English and English-Chinese cross-language translation initiation. However, the priming paradigm of English-English and Chinese-English experimental designs is less common. This study includes two experiments. In experiment 1, two (vocabulary level: high, low) x2 (free translation initiation: Chinese-English, English-English) x1 (new words) three-factor mixed design was adopted. Experiment 2 used 2 (English proficiency: high, low) x2 (familiarity: high, low) x2 (free translation start-up: Chinese-English, English-English) three-factor mixed design. Through the processing and analysis of the two experimental data, it is further proved whether the mental representation of junior middle school students in the two conditions of English proficiency (high, low) and vocabulary (high and low) is the same in the case of Chinese-English code conversion. Under the conditions of English proficiency (high, low) and vocabulary (high and low), there is a difference in the connection strength between the two languages when the junior middle school students recognize the second language (high, low, new words) with different familiarity. The results of experiment 1 are as follows: (1) both Chinese-English and English-English semantic judgment tasks have the priming effect of free translation. (2) in Chinese-English paradigm, the correct rate of high vocabulary group is higher than that of English-English paradigm. The difference was not significant. The correct rate of low vocabulary group was higher than that of English-English paradigm, and the difference was significant. (3) the response time of Chinese-English normal group was lower than that of English-English normal form. (3) the response time of low vocabulary group was lower than that of English-English normal form. There was no significant difference between the correct rate under the Chinese-English normal form and the English-English normal form in the high vocabulary group. The results of experiment 2 are as follows: (1) both Chinese-English and English-English semantic judgment tasks have free translation priming effect. (2) English proficiency is high in both Chinese-English and English-English starting verbs with high familiarity or low familiarity. The response time in the Chinese-English paradigm was significantly lower in the low two groups than in the English-Chinese paradigm, and there was a significant difference in the response time between the Chinese-English paradigm and the English-Chinese paradigm. The correct rate under the Chinese-English paradigm is significantly higher than that under the English-English paradigm, and the difference is significant. (3) the English proficiency is high. There was a significant difference between the response time used in Chinese-English normal form and the response time used in English-English normal form in the low two groups. The results of this study are as follows: in the initial stage of second language acquisition, the relationship between Chinese and English in junior middle school bilinguals is asymmetrical, conceptual representation is shared and lexical representation is separated. The semantic relationship of Chinese-to-English translation pairs is greater than that of English-to-English translation. The second language vocabulary is associated with concepts and equivalents through the translation of a language. The lexical access mode of Chinese-English bilinguals in junior middle school is still dominated by lexical association model. The results support the lexical association model.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H315.9

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