發(fā)布時間：2018-04-19 14:05

  本文選題：聯(lián)結(jié)主義 + 模型��； 參考：《天津大學(xué)》2013年碩士論文

【摘要】：在二語詞匯習(xí)得的研究領(lǐng)域中，研究者們早就注意到僅僅記住單詞的拼寫和意義并不能確保學(xué)習(xí)者準(zhǔn)確、靈活地運(yùn)用詞匯。近年來，二語詞匯習(xí)得的關(guān)注焦點集中在對詞匯知識維度的研究上，研究者們認(rèn)為詞匯知識是由多維度而非單一維度構(gòu)成，并據(jù)此構(gòu)建了各種形態(tài)不一的詞匯知識框架體系。這些框架對詞匯知識維度的具體分類不盡相同，但廣度和深度這兩個維度包含在所有框架中，是詞匯知識最基本和最核心的內(nèi)容。第二語言詞匯知識不僅包含靜態(tài)知識（廣度)，即讀音、詞形、意義三個部分，還包括動態(tài)知識（深度）即詞語頻度、家族關(guān)系、句法功能和搭配關(guān)系等知識。 聯(lián)結(jié)主義認(rèn)為詞匯知識不是孤立地儲存于大腦中的不同位置，，也不是以獨立概念的形式被提取。詞匯知識是以單元的形式并存于大腦神經(jīng)網(wǎng)絡(luò)中，不同單元之間由權(quán)重相互連接，通過激活單元并加強(qiáng)各單元之間的聯(lián)結(jié)強(qiáng)度即權(quán)重從而被習(xí)得。聯(lián)結(jié)主義網(wǎng)絡(luò)的概念符合生物學(xué)家對人腦中樞神經(jīng)系統(tǒng)的認(rèn)識知識。 聯(lián)結(jié)主義理論是建立在神經(jīng)生理學(xué)、神經(jīng)心理學(xué)、認(rèn)知心理學(xué)等學(xué)科的研究基礎(chǔ)之上，試圖通過構(gòu)建網(wǎng)絡(luò)模型來模擬人腦的神經(jīng)活動以探索人腦的認(rèn)知過程的研究范式。傳統(tǒng)符號學(xué)信息加工理論認(rèn)為人腦對信息的處理是離散的、序列的、非自組織的和局部的，而聯(lián)結(jié)主義神經(jīng)網(wǎng)絡(luò)則認(rèn)為人腦對信息的處理是以平行結(jié)構(gòu)進(jìn)行的，具有亞符號性、連續(xù)性、平行性和分布式特征（李平，2003）。此外，聯(lián)結(jié)主義神經(jīng)網(wǎng)絡(luò)還具有自學(xué)習(xí)、自適應(yīng)、自組織等功能。如果網(wǎng)絡(luò)的輸出發(fā)生錯誤，其自身就可以通過采取一定的訓(xùn)練策略來調(diào)整神經(jīng)單元之間的權(quán)重，直到輸出與期望相符。聯(lián)結(jié)主義神經(jīng)網(wǎng)絡(luò)所具有的這些特征，使其對大腦的模擬更接近生物腦的實際情況，對心理實質(zhì)的揭示也更符合人的真實心理活動。語言學(xué)家也因此試圖通過聯(lián)結(jié)主義網(wǎng)絡(luò)對語言的產(chǎn)生、理解和使用過程進(jìn)行模擬并做出合理的解釋。 語言研究者們通過構(gòu)建聯(lián)結(jié)主義網(wǎng)絡(luò)模型已經(jīng)成功地模擬了學(xué)習(xí)者習(xí)得詞匯、語法、閱讀和理解段落的過程。然而，國內(nèi)外聯(lián)結(jié)主義研究學(xué)者對詞匯的研究以母語居多，對二詞匯習(xí)得模式的模型構(gòu)建仍然停留在靜態(tài)描述的層面：即只研究了詞匯在大腦中的存儲方式和提取過程，而對產(chǎn)出性詞匯習(xí)得的研究并不多見且未構(gòu)建出覆蓋詞匯知識深度層面的模型。 詞匯研究的中心問題之一是對詞匯深度知識習(xí)得的研究(Henriksen,2008)，而詞匯習(xí)得是二語習(xí)得過程中的基本和核心內(nèi)容。本文依據(jù)聯(lián)結(jié)主義理論構(gòu)建二語詞匯深度知識習(xí)得的模型，探索二語習(xí)得者詞匯深度知識習(xí)得的認(rèn)知過程及母語對這一過程的影響，以期為二語習(xí)得者習(xí)得二語詞匯提供一種心理認(rèn)知模式，為二語詞匯的教學(xué)提供某種理論啟示。
[Abstract]:In the research field of two language vocabulary acquisition, researchers have long noticed that only memorizing the spelling and meaning of words does not guarantee the learners' accurate and flexible use of vocabulary. In recent years, the focus of attention on vocabulary acquisition in two language is focused on the study of the dimension of vocabulary knowledge, and researchers believe that vocabulary knowledge is multidimensional rather than single. The two dimensions of the breadth and depth are the most basic and core content of the vocabulary knowledge. The second language vocabulary knowledge contains not only static knowledge (breadth), but also the basic and core content of vocabulary knowledge. That is, pronunciation, word form, meaning three parts, including dynamic knowledge (depth), namely word frequency, family relationship, syntactic function and collocation knowledge.
Connectionism holds that lexical knowledge is not isolated in different positions in the brain, nor is it extracted in the form of independent concepts. Lexical knowledge coexists in the form of units in the neural network of the brain. The weights are connected to each other by activating the unit and strengthening the bond strength between the units. The concept of connectionist network is consistent with biologists' knowledge of the central nervous system of the human brain.
The theory of connectionism is based on the research of neurophysiology, neuropsychology and cognitive psychology, trying to simulate the neural activity of the human brain by constructing the network model to explore the cognitive process of the human brain. Non self organized and local, and the connectionist neural network believes that the human brain is dealing with information in parallel structures with subsymbolic, continuous, parallel and distributed features (Li Ping, 2003). Furthermore, the connectionist neural network has the functions of self-learning, self-adaptive, self-organizing and so on. If the output of the network is wrong, the network is wrong. It can adjust the weights between the nerve cells by taking a certain training strategy until the output is in conformity with the expectation. These characteristics of the connectionist neural network make the simulation of the brain closer to the actual situation of the biological brain, and the psychological essence is more conformed to the real psychological activity of the human mind. Therefore, we try to simulate and explain the generation, comprehension and use of language through connectionist network.
By building a connectionist network model, language researchers have successfully simulated the process of learning vocabulary, grammar, reading and understanding of paragraphs. However, the domestic and foreign researchers are mostly native to the study of vocabulary, and the model construction of the two vocabulary acquisition model remains at a static level: that is, only research. The storage mode and extraction process of vocabulary in the brain are studied, and the study of productive vocabulary acquisition is not much and does not build a model to cover the depth of vocabulary knowledge.
One of the central problems in the study of vocabulary is the study of vocabulary acquisition (Henriksen, 2008), and vocabulary acquisition is the basic and core content in the process of two language acquisition. Based on the theory of connectionism, this paper constructs a model for the acquisition of deep knowledge in two language, and explores the cognitive process and mother tongue of the acquisition of deep knowledge in the two language learners. The purpose of this study is to provide a psychological cognitive model for two language learners to acquire two vocabulary and provide some theoretical enlightenment for the teaching of two vocabulary.

【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H09

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