【摘要】：本研究探究了中國英語學(xué)習(xí)者的心理詞匯聯(lián)想模式,旨在探索二語心理詞匯的存儲(chǔ)模式和發(fā)展路徑,并且試圖分析詞匯量對詞匯聯(lián)想模式的影響,研究問題如下:(1)一語和二語的心理詞匯聯(lián)想是怎樣組織的?(2)對于不同階段的學(xué)習(xí)者,心理詞匯的聯(lián)想模式遵循怎樣的發(fā)展路徑?(3)詞匯量和詞性是否對詞匯聯(lián)想模式產(chǎn)生影響?80名來自不同學(xué)習(xí)階段的中國英語學(xué)習(xí)者參與了測試,包括40名來自江蘇海頭高級(jí)中學(xué)的高二學(xué)生和40名來自江蘇科技大學(xué)的大二學(xué)生。本研究的測試工具包括:一語詞匯聯(lián)想測試、二語詞匯聯(lián)想測試、詞匯量測試。通過對測試結(jié)果的編碼,分類和分析,通過研究得出以下結(jié)論:第一,從一語詞匯聯(lián)想測試的分析可以看出,聚合,組合以及百科知識(shí)反應(yīng)詞的數(shù)量占據(jù)著相當(dāng)大的比重,也就是說一語的心理詞匯是語義聯(lián)結(jié)為主的。從二語詞匯聯(lián)想測試的結(jié)果可以看出,聚合反應(yīng)最多,組合反應(yīng)和語音及其他反應(yīng)次之。從一語和二語詞匯聯(lián)想模式的對比中可以發(fā)現(xiàn),一語和二語心理詞匯聯(lián)想模式雖然存在異同,但是兩者的詞匯聯(lián)想反應(yīng)都是以語義聯(lián)結(jié)為主。第二,通過對兩組來自不同階段學(xué)習(xí)者的英文詞匯聯(lián)想測試的結(jié)果對比分析發(fā)現(xiàn),首先,對于兩組學(xué)習(xí)者,二語心理詞庫都是以語義聯(lián)結(jié)為主,其次,具有不同二語知識(shí)水平的學(xué)習(xí)者在詞匯聯(lián)想模式上存在差異,隨著二語知識(shí)的增長和二語能力的提升,反應(yīng)詞的聯(lián)結(jié)模式由語音向語義轉(zhuǎn)變。第三,通過對詞匯量和反應(yīng)詞之間的相關(guān)性分析發(fā)現(xiàn),詞匯量的大小并不能對詞匯聯(lián)想測試的反應(yīng)詞的類別產(chǎn)生顯著影響,也就是說詞匯量的大小不能直接作為衡量詞匯聯(lián)想能力的標(biāo)準(zhǔn)。通過對刺激詞所激發(fā)的反應(yīng)詞所屬類別的不同,分析了刺激詞詞性對詞匯聯(lián)想反應(yīng)類型的影響,研究發(fā)現(xiàn),來自不同詞類,不同詞頻,實(shí)詞和抽象詞對詞匯聯(lián)想測試的反應(yīng)詞類別產(chǎn)生一定影響。
[Abstract]:This study explores the psychological lexical association model of Chinese English learners in order to explore the storage model and development path of second language psychological vocabulary, and tries to analyze the influence of vocabulary size on vocabulary association model. the research questions are as follows: (1) how is the psychological lexical association of first and second language organized? (2) for learners at different stages, What kind of development path does the association model of psychological vocabulary follow? (3) does vocabulary and part of speech have an impact on the lexical association model? 80 Chinese English learners from different learning stages took part in the test, including 40 sophomores from Jiangsu Haitou Senior Middle School and 40 sophomores from Jiangsu University of Science and Technology. The test tools of this study include first word association test, second language vocabulary association test and vocabulary size test. Through the coding, classification and analysis of the test results, the following conclusions are drawn through the study: first, from the analysis of the lexical association test, it can be seen that the number of aggregation, combination and encyclopedic knowledge response words accounts for a considerable proportion, that is to say, the psychological vocabulary of the word is mainly semantic connection. From the results of second language lexical association test, it can be seen that the polymerization reaction is the most, followed by combinational reaction, pronunciation and other reactions. From the comparison of first language and second language lexical association models, it can be found that although there are similarities and differences between one language and second language psychological vocabulary association models, the lexical association responses of one language and second language are mainly semantic connection. Secondly, through the comparative analysis of the results of two groups of English vocabulary association tests from different stages of learners, it is found that, for the two groups of learners, the second language psychological lexicon is mainly semantic connection. secondly, the lexical association patterns of learners with different second language knowledge levels are different. with the growth of second language knowledge and the improvement of second language ability, the connection pattern of reactive words changes from pronunciation to semantics. Thirdly, through the analysis of the correlation between vocabulary and reactive words, it is found that the size of vocabulary can not have a significant impact on the types of reactive words tested by lexical association test, that is to say, the size of vocabulary can not be directly used as a criterion to measure the ability of lexical association. Based on the different categories of reactive words stimulated by stimuli, this paper analyzes the influence of stimulating parts of speech on the types of lexical association responses. It is found that the types of reactive words from different parts of speech and different word frequencies, real words and abstract words have certain effects on the types of reactive words tested by lexical association.
【學(xué)位授予單位】：江蘇科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：2505297