ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2003, Vol. 35 ›› Issue (01): 23-28.

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非熟练中——英双语者的第二语言的语义通达机制

郭桃梅,彭聃龄   

  1. 北京师范大学心理学院,北京 100875
  • 收稿日期:2001-10-12 修回日期:1900-01-01 出版日期:2003-01-30 发布日期:2003-01-30
  • 通讯作者: 彭聃龄

THE ACCESSING MECHANISM OF THE LESS PROFICIENT CHINESE-ENGLISH BILINGUAL’S CONCEPTUAL REPRESENTATION

Guo Taomei,Peng Danlin   

  1. School of Psychology, Beijing Normal University, Beijing 100875
  • Received:2001-10-12 Revised:1900-01-01 Online:2003-01-30 Published:2003-01-30
  • Contact: Peng Danling

摘要: 使用跨语言启动条件下的真假字判断任务,通过变化启动刺激(英文单词)与目标刺激(汉字)采用四个实验研究了中——英非熟练双语者的第二语言的语义通达机制。被试为北京师范大学的学生63名。结果发现,当启动刺激(英文单词)的中文对译词与目标刺激之间的关系是翻译关系时,得到了显著的启动效应(实验一);当两者之间是语义联想关系时,前者对后者没有显著的影响(实验二);当两者之间是形似关系时,前者对后者产生了显著的抑制作用(实验三);当两者之间是同音关系时,前者对后者产生了显著的促进作用。这一结果表明,对于中国的英语学习者来说,他们的第二语言只能借助其汉语对译词的词汇表征通达其语义概念表征,实验结果在一定程度上支持了Kroll(1994)的层次模型

关键词: 词汇表征, 语义表征, 通达

Abstract: In order to explore how the lexical representation of the less proficient Chinese-English Bilinguals’ second language accesses its conceptual representation, the cross-language primed lexical decision task was used. Subjects were 63 university students in Beijing Normal University, China. In the first experiment, the Chinese target words were primed by their English translations. Significant priming effects were obtained. In the second experiment, the relation between the Chinese targets and the English primes was semantic association. No significant effect was found. In the third experiment, the targets were the similar graphic characters of the primes’ Chinese translations. The results showed a significant inhibitory effect. In the fourth experiment, the targets were the homophones of the primes’ translations. The results showed a significant priming effect. The results suggested that the lexical representation of the second language could only access the conceptual representation via the corresponding lexical representation of its first language. Our result supported the hierarchical model by Kroll(1994)

Key words: lexical representation, conceptual representation, access

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