漢—英—日三語者語義建構(gòu)中跨語言影響的實(shí)證研究
發(fā)布時(shí)間：2018-12-15 01:38
【摘要】：語言習(xí)得是一個(gè)涉及多變量的復(fù)雜過程。隨著全世界學(xué)習(xí)第三語言人數(shù)的增加,三語習(xí)得中的跨語言影響日益引起語言學(xué)家的關(guān)注,成為語言遷移研究的熱點(diǎn)。在二語習(xí)得領(lǐng)域,母語語義的遷移現(xiàn)象得到了眾多學(xué)者的關(guān)注,但對于二語學(xué)習(xí)者能否形成完善的二語語義系統(tǒng),未有一致結(jié)論。對三語學(xué)習(xí)者來說,多種語言之間的影響無疑更加復(fù)雜,因此該問題吸引著愈來愈多學(xué)者的關(guān)注。語言習(xí)得和心理語言學(xué)領(lǐng)域多采用詞匯聯(lián)想、語義相似度評分等方式對語義遷移進(jìn)行了探討,并取得不同程度的成果。隨著認(rèn)知科學(xué)的發(fā)展,學(xué)者們逐漸傾向采用在線范式考察語義遷移,其中較為熟知的方式包括啟動(dòng)任務(wù)、圖片命名、fMRI等,這些在線范式的應(yīng)用為語義遷移研究提供了更加精準(zhǔn)的實(shí)證支撐。本研究以中國高校日語專業(yè)學(xué)習(xí)者為研究對象,通過在線語義相關(guān)判斷測試探討遷移對三語者語義建構(gòu)的跨語言影響。通過比較被試在同譯詞對和異譯詞對上的反應(yīng)時(shí)及錯(cuò)誤率的差異,以是否在反應(yīng)時(shí)上出現(xiàn)同譯效應(yīng)為語義遷移的標(biāo)志,試圖探討遷移對漢-英-日三語者語義建構(gòu)的影響。研究結(jié)果表明：1)對于中國高校英語專業(yè)和日語專業(yè)學(xué)習(xí)者,其二語語義構(gòu)建受母語語義遷移影響。在語義相關(guān)判斷測試中,被試均在英語詞對上產(chǎn)生了顯著的同譯效應(yīng),即在被試母語中有相同翻譯詞對的反應(yīng)時(shí)明顯快于具有不同翻譯詞對的反應(yīng)時(shí)。2)對于中國高校的日語專業(yè)學(xué)習(xí)者,其三語語義建構(gòu)受母語概念影響。在語義相關(guān)判斷測試中,被試在中日同形的日語詞對上產(chǎn)生了顯著的同譯效應(yīng),此時(shí)被試對母語中具有相同翻譯詞對的反應(yīng)時(shí)明顯快于具有不同翻譯詞對的反應(yīng)時(shí)。3)對于中國高校日語專業(yè)學(xué)習(xí)者,其二語對三語語義建構(gòu)的影響甚微。不論詞對以中日同形詞或者非同形詞呈現(xiàn),被試在反應(yīng)時(shí)上均未出現(xiàn)同譯效應(yīng),即在同譯詞對上的反應(yīng)時(shí)并沒有顯著小于異譯詞對。4)同形效應(yīng)影響三語詞匯識別及語義建構(gòu)。被試在中日同形詞對上的反應(yīng)時(shí)低于中日非同形詞對,可見中日在字形上的相似程度對詞對的辨別具有促進(jìn)作用。同時(shí),母語同譯效應(yīng)的出現(xiàn)受字形影響。當(dāng)詞對以中日同形的漢字形呈現(xiàn)時(shí),被試在三語詞對上出現(xiàn)了顯著的母語同譯效應(yīng)：相反,當(dāng)詞對以中日非同形的片假名呈現(xiàn)時(shí),被試在三語詞對上并未出現(xiàn)母語同譯效應(yīng)。以上研究結(jié)果表明母語語義概念深刻地影響了二語及三語語義建構(gòu)過程,而受字形及語言類型影響,二語對三語語義建構(gòu)的影響甚微。根據(jù)研究結(jié)果,作者嘗試提出了漢-英-日三語者形式-意義映射路徑模型。在中國課堂環(huán)境下進(jìn)行三語教學(xué),首先要為學(xué)生提供充分的三語輸入,其次要培養(yǎng)學(xué)生在三語學(xué)習(xí)中有意識地利用母語及二語正遷移,克服負(fù)遷移。
[Abstract]:Language acquisition is a complex process involving multiple variables. With the increase of the number of people learning a third language in the world, the cross-language influence in trilingual acquisition has attracted more and more attention from linguists and has become a hot topic in the field of language transfer. In the field of second language acquisition, the phenomenon of the transfer of mother tongue semantics has attracted many scholars' attention, but there is no consistent conclusion as to whether the second language learners can form a perfect second language semantic system. For trilingual learners, the influence of multilingualism is doubtless more complicated, so this problem attracts more and more scholars' attention. In the field of language acquisition and psycholinguistics, lexical association and semantic similarity scoring are used to study semantic transfer, and some results are obtained. With the development of cognitive science, scholars tend to use online paradigm to investigate semantic transfer. The familiar methods include priming task, image naming, fMRI, etc. The application of these online paradigms provides a more accurate empirical support for semantic transfer research. In this study, Japanese major learners in Chinese universities were studied to explore the cross-language effects of transfer on trilingual semantic construction through online semantic correlation judgment test. By comparing the difference of reaction time and error rate between the two pairs, this paper attempts to explore the influence of transfer on the semantic construction of Chinese-English-Japanese trilinguals by comparing whether or not the syntactic effect appears in the response time as a sign of semantic transfer. The results show that: 1) for Chinese college English majors and Japanese major learners, the second language semantic construction is influenced by native language semantic transfer. In the semantic correlation test, all the subjects had significant cotranslation effects on English word pairs. That is, the reaction time of the same translation word pair in the subjects' mother tongue is obviously faster than that with different translation word pairs. 2) for the Japanese major learners in Chinese universities, their trilingual semantic construction is influenced by the concept of mother tongue. In the semantic correlation judgment test, the subjects had a significant cotranslation effect on the Japanese word pairs of Chinese and Japanese homomorphism. At this time, the responses of the subjects to the same translation pairs in their mother tongue were significantly faster than those with different translation pairs. 3) for the Japanese major learners in Chinese universities, the second language has little effect on the semantic construction of the three languages. No matter whether the pairs of words were presented as Chinese or Japanese homographs or non-homographs, the subjects had no syntranslation effect in the reaction time. In other words, there is no significant difference in the response of the synonyms to the pairs of words. 4) homomorphism affects the lexical recognition and semantic construction of the three languages. The reaction time of Chinese and Japanese homographs was lower than that of Chinese and Japanese non-homographs, so the similarity between Chinese and Japanese was helpful to the recognition of Chinese and Japanese homographs. At the same time, the appearance of co-translation of mother tongue is influenced by glyph. When the word pairs were presented in the form of Chinese characters of Chinese and Japanese homomorphism, there was a significant mother tongue cotranslation effect on the three word pairs: on the contrary, when the word pairs were presented with Chinese and Japanese non-identical film pseudonyms, there was no mother tongue cotranslation effect on the three word pairs. The above results show that the semantic concept of mother tongue has a profound impact on the process of semantic construction of second and third languages, but the second language has little effect on semantic construction of three languages because of the influence of font shape and language type. Based on the results, the author attempts to propose a form-meaning mapping path model for Chinese, English and Japanese trilinguals. In order to carry out trilingual teaching in Chinese classroom environment, first of all, it is necessary to provide students with sufficient trilingual input, and secondly, to train students to make use of their mother tongue and positive transfer of second language to overcome negative transfer.
【學(xué)位授予單位】：東南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H09
，
本文編號：2379707
[Abstract]:Language acquisition is a complex process involving multiple variables. With the increase of the number of people learning a third language in the world, the cross-language influence in trilingual acquisition has attracted more and more attention from linguists and has become a hot topic in the field of language transfer. In the field of second language acquisition, the phenomenon of the transfer of mother tongue semantics has attracted many scholars' attention, but there is no consistent conclusion as to whether the second language learners can form a perfect second language semantic system. For trilingual learners, the influence of multilingualism is doubtless more complicated, so this problem attracts more and more scholars' attention. In the field of language acquisition and psycholinguistics, lexical association and semantic similarity scoring are used to study semantic transfer, and some results are obtained. With the development of cognitive science, scholars tend to use online paradigm to investigate semantic transfer. The familiar methods include priming task, image naming, fMRI, etc. The application of these online paradigms provides a more accurate empirical support for semantic transfer research. In this study, Japanese major learners in Chinese universities were studied to explore the cross-language effects of transfer on trilingual semantic construction through online semantic correlation judgment test. By comparing the difference of reaction time and error rate between the two pairs, this paper attempts to explore the influence of transfer on the semantic construction of Chinese-English-Japanese trilinguals by comparing whether or not the syntactic effect appears in the response time as a sign of semantic transfer. The results show that: 1) for Chinese college English majors and Japanese major learners, the second language semantic construction is influenced by native language semantic transfer. In the semantic correlation test, all the subjects had significant cotranslation effects on English word pairs. That is, the reaction time of the same translation word pair in the subjects' mother tongue is obviously faster than that with different translation word pairs. 2) for the Japanese major learners in Chinese universities, their trilingual semantic construction is influenced by the concept of mother tongue. In the semantic correlation judgment test, the subjects had a significant cotranslation effect on the Japanese word pairs of Chinese and Japanese homomorphism. At this time, the responses of the subjects to the same translation pairs in their mother tongue were significantly faster than those with different translation pairs. 3) for the Japanese major learners in Chinese universities, the second language has little effect on the semantic construction of the three languages. No matter whether the pairs of words were presented as Chinese or Japanese homographs or non-homographs, the subjects had no syntranslation effect in the reaction time. In other words, there is no significant difference in the response of the synonyms to the pairs of words. 4) homomorphism affects the lexical recognition and semantic construction of the three languages. The reaction time of Chinese and Japanese homographs was lower than that of Chinese and Japanese non-homographs, so the similarity between Chinese and Japanese was helpful to the recognition of Chinese and Japanese homographs. At the same time, the appearance of co-translation of mother tongue is influenced by glyph. When the word pairs were presented in the form of Chinese characters of Chinese and Japanese homomorphism, there was a significant mother tongue cotranslation effect on the three word pairs: on the contrary, when the word pairs were presented with Chinese and Japanese non-identical film pseudonyms, there was no mother tongue cotranslation effect on the three word pairs. The above results show that the semantic concept of mother tongue has a profound impact on the process of semantic construction of second and third languages, but the second language has little effect on semantic construction of three languages because of the influence of font shape and language type. Based on the results, the author attempts to propose a form-meaning mapping path model for Chinese, English and Japanese trilinguals. In order to carry out trilingual teaching in Chinese classroom environment, first of all, it is necessary to provide students with sufficient trilingual input, and secondly, to train students to make use of their mother tongue and positive transfer of second language to overcome negative transfer.
【學(xué)位授予單位】：東南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H09
，
本文編號：2379707
本文鏈接：http://sikaile.net/wenyilunwen/yuyanxuelw/2379707.html
最近更新
教材專著
