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篇名 |
二语心理词汇的发展模式与路径研究
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並列篇名 | Exploring the developmental pattern and route of L2 mental lexicon |
作者 | 付玉萍 |
中文摘要 | 本研究对41名英语专业二年级学生进行了为期三个月的跟踪调查,实施了三次词汇联想测试。结果发现:尽管三次测试中语音及其他反应最多(大约一半),但随着词汇知识的增加,被试的反应从语音反应向语义反应稳步发展。由语义倒退回语音的现象也时有发生,表明二语词汇习得不是沿着线性路径发展的,而是伴随着某种U形或U形的发展趋势。三次测试中语音反应的大量存在说明二语心理词汇的组织首先是以语音为主,即把不熟悉的词通过发音和别的词建立联系也许是词汇习得过程的第一步;心理词汇的组织模式受到词汇频率和学习者的语言水平等因素的影响。 |
英文摘要 | This research carried out a three-month longitudinal exploration with 41 English majors as subjects through three word association tests. The result revealed that as new words were learned and became more familiar, the learners' mental lexicon changed from more phonological responses to more semantic responses, although clang-other responses accounted for the most proportion. Generally speaking, the subjects made a steady progress in an ever-advancing direction in the four response types, i.e., they made more semantic responses as time went on. Nonetheless, there were also responses moving backward from semantic to non-semantic, which indicates that L2 vocabulary acquisition does not develop in a linear route but with some U-shaped or U-shaped developmental trend. The result that clang-other associations accounted for a substantial proportion throughout the three tests indicates that the organization of the L2 mental lexicon is initially phonological. That is to say, categorizing unfamiliar words phonologically may be among the first stage of vocabulary acquisition. The organization of the L2 mental lexicon is affected by such factors as word frequency and learners' language proficiency. |
起訖頁 | 003-079 |
關鍵詞 | 心理词汇、联想反应、发展模式、词汇习得 |
刊名 | 中國外語教育 |
期數 | 200905 (2:2期) |
出版單位 | 外語教學與研究出版社 |
該期刊 下一篇
| 基于项目的大学英语协作学习应用研究 |