【摘要】：語(yǔ)言的交際離不開(kāi)詞語(yǔ),而且詞匯知識(shí)的學(xué)習(xí)和使用會(huì)一直伴隨學(xué)習(xí)者一生,因此詞匯知識(shí)的習(xí)得在二語(yǔ)習(xí)得中顯得尤為重要。詞匯知識(shí)包括多個(gè)層面,如不僅包括詞語(yǔ)靜態(tài)的形式(即讀音、詞形)和詞義,還包括詞語(yǔ)的句法特征(詞性、功能)、搭配關(guān)系、使用頻率、詞語(yǔ)關(guān)系、語(yǔ)用條件等。其中,建立詞語(yǔ)之間的聯(lián)想關(guān)系以及知道一個(gè)詞常和哪些詞相伴出現(xiàn)是詞匯知識(shí)的重要組成部分。本文運(yùn)用有限制的詞匯聯(lián)想實(shí)驗(yàn),選取了36個(gè)動(dòng)作動(dòng)詞和36個(gè)心理動(dòng)詞,并按照頻率分為高頻和低頻兩組,分別對(duì)漢語(yǔ)母語(yǔ)者、漢語(yǔ)作為第二語(yǔ)言的學(xué)習(xí)者進(jìn)行了限制搭配類(lèi)型的詞匯聯(lián)想測(cè)試。通過(guò)對(duì)實(shí)驗(yàn)結(jié)果的統(tǒng)計(jì)分析,得出如下結(jié)論:(1)聯(lián)想強(qiáng)度和聯(lián)想共性代表的是被試聯(lián)想反應(yīng)的集中程度和一致性,二者往往是一致的,即聯(lián)想強(qiáng)度高的刺激詞其聯(lián)想詞的共性也大。聯(lián)想異質(zhì)程度表現(xiàn)的是聯(lián)想詞分布的離散程度,也就是聯(lián)想差異,因此往往和聯(lián)想強(qiáng)度和共性相反。我們的實(shí)驗(yàn)結(jié)果也證明了這一點(diǎn)。(2)對(duì)于漢語(yǔ)母語(yǔ)者來(lái)說(shuō),動(dòng)作動(dòng)詞和心理動(dòng)詞在動(dòng)賓、動(dòng)補(bǔ)、狀中三種搭配上的聯(lián)想強(qiáng)度和共性差異不顯著。在異質(zhì)程度上:狀中動(dòng)賓動(dòng)補(bǔ)(后兩者差異不顯著);心理動(dòng)詞高于動(dòng)作動(dòng)詞;高頻詞和低頻詞的各項(xiàng)搭配聯(lián)想量之間無(wú)顯著差異。(3)對(duì)于漢語(yǔ)學(xué)習(xí)者來(lái)說(shuō),聯(lián)想強(qiáng)度和共性由高到低的順序?yàn)?中級(jí)高級(jí),狀中動(dòng)補(bǔ)動(dòng)賓(前兩者差異不顯著),低頻詞高頻詞;聯(lián)想異質(zhì)程度恰好相反:高級(jí)中級(jí),動(dòng)賓動(dòng)補(bǔ)和狀中(后兩者差異不顯著),高頻詞低頻詞。(4)二語(yǔ)者漢語(yǔ)熟練水平與詞匯聯(lián)想有一定的聯(lián)系:熟練水平與聯(lián)想強(qiáng)度和共性呈負(fù)相關(guān),即隨著漢語(yǔ)水平的提高,聯(lián)想強(qiáng)度和聯(lián)想共性都隨之降低并更接近母語(yǔ)者的水平;但這種發(fā)展不是直線(xiàn)型的,在聯(lián)想異質(zhì)程度上,高級(jí)水平的學(xué)習(xí)者出現(xiàn)了反復(fù)(異質(zhì)程度高于母語(yǔ)者)。因此我們認(rèn)為二語(yǔ)者目的語(yǔ)的熟練水平與詞匯聯(lián)想有一定的聯(lián)系,隨著熟練水平的提高,二語(yǔ)者的詞匯聯(lián)想反應(yīng)逐漸向母語(yǔ)者接近,但同時(shí)中間又有波折和反復(fù)。
[Abstract]:Language communication is inseparable from words, and the study and use of lexical knowledge will accompany learners all their lives, so the acquisition of lexical knowledge is particularly important in second language acquisition. Lexical knowledge includes not only the static forms (i.e. pronunciation, morphology) and meaning of words, but also the syntactic features (part of speech, function), collocation, frequency of use, word relations, pragmatic conditions and so on. Among them, it is an important component of lexical knowledge to establish associative relationship between words and to know which words often appear with each other. In this study, 36 action verbs and 36 psychological verbs were selected and divided into high frequency and low frequency groups, respectively. Learners of Chinese as a second language conducted a lexical association test to limit collocation types. Through the statistical analysis of the experimental results, the following conclusions are drawn: (1) the association intensity and association commonness represent the concentration and consistency of the associative reaction of the subjects, and the two are always the same. That is to say, the stimulus words with high associative intensity also have great commonness of associative words. The degree of association heterogeneity shows the dispersion of the distribution of associative words, that is, the difference of association, so it is often contrary to the intensity and commonness of association. Our experimental results also prove this point. (2) for Chinese native speakers, there is no significant difference in the associative strength and commonness between action verbs and psychological verbs in the three collocations: verb-object, verb-complement, and verb-complement. In the degree of heterogeneity: verb-object verb complement (the difference between the latter two is not significant), psychological verb is higher than action verb; (3) for Chinese learners, the order of association strength and commonness from high to low is: intermediate and advanced, middle motion complement verb-object (no significant difference between the former two). Low frequency words and high frequency words; The degree of association heterogeneity is just the opposite: at the senior middle level, verb-object dynamic complement and middle character (the latter two have no significant difference), (4) the proficiency level of the second language is related to the association of words: the proficiency level is negatively related to the association strength and commonness, that is, with the improvement of the Chinese level, there is a negative correlation between the proficiency level and the association strength and commonness, that is, with the improvement of the Chinese level, The association intensity and association commonness are both reduced and closer to the native language level; However, this development is not linear, in the degree of associative heterogeneity, the advanced level of learners repeated (the degree of heterogeneity is higher than native speakers). Therefore, we think that the proficiency level of the target language of the second language is related to the association of words to some extent. With the improvement of the proficiency level, the reaction of the second language target language association is gradually closer to that of the native speaker, but there are twists and turns in the middle.
【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H19

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本文編號(hào)：2378373