二语具身效应及其影响因素：基于元分析的证据

doi:10.3724/SP.J.1042.2025.1221

摘要/Abstract

摘要： 二语具身效应近年来在二语习得领域越来越受到重视。以往研究围绕这一问题展开了广泛探讨, 但并未形成一致结论。为进一步明确二语具身效应的加工和影响机制, 本研究整合二语具身学习的相关研究, 并从学习者特征和语言特征两个维度探究二语具身效应的影响因素, 最终对60篇文献(186个效应量, 2520个被试)采用随机效应模型进行元分析。结果发现：二语学习和加工中存在具身效应, 总效应量显著(Hedges’g = 0.34, p < 0.001); 二语熟练度和语言距离对二语具身效应具有调节作用, 且二语熟练度和语义内容对二语具身效应的影响存在交互作用。基于当前研究发现, 未来研究可进一步探究二语具身效应的作用机制, 以及学习者因素和语言因素对二语具身效应的交互影响。

关键词: 二语学习, 具身认知, 元分析, 学习者因素, 语言因素

Abstract:

Currently, linguistic embodiment effect has been widely confirmed in the domain of native language, but no consistent conclusion has been reached on whether and how bodily experience was involved in second language. The current study argued that the inconsistencies that have led to the findings on the second language embodiment effect were partly due to the differences in task paradigms and perspectives of examination adopted by different studies, and partly due to the fact that individual studies have not developed a unified standard for the operational concept of the second language embodiment effect and its measurement. Therefore, it was necessary to adopt a meta-analytic approach to categorize, integrate, and evaluate the results of individual studies to clarify the causal relationship between body perception experiences and second language learning, and to provide insights for resolving the inconsistent findings of the linguistic embodiment effect in the domain of second language. Clarifying this issue was an important element in testing whether the embodied language perspective was cross-culturally universal, provided new perspectives for the field of second language learning, and at the same time could provide feasible paths for second language embodied teaching practices.

This study integrated the related studies on second language embodied learning to examine the processing and influencing mechanisms of second language embodied effect, and explored the influencing factors of second language embodied effect from the dimensions of learner characteristics and language characteristics, and finally conducted a meta-analysis of 60 documents (186 effect sizes, 2520 subjects) by using a random-effects model. The results found that: the total effect size of second language embodiment was significant (Hedges' g = 0.34, p < 0.001); second language proficiency and language distance moderated the second language embodiment effect, with highly proficient bilinguals showing more significant second language embodiment effect than low-proficient second language, and more significant embodiment effect when the native language and the second language belonged to different linguistic families; there was an interaction between second language proficiency and semantic content on the second language embodiment effect, with high proficiency bilinguals showing more significant embodiment effect in second language affective semantic processing than in action semantics and other semantics, whereas the difference between low proficiency bilinguals' second language embodiment effect in action semantics, affective semantics, and other semantics was not significant.

The findings suggested that there was a stable embodiment effect in second language and that activation of the sensorimotor system could influence second language comprehension and conceptual representation. Language distance and second language proficiency had important effects on second language embodiment, and the embodiment effect was more pronounced when the second language and the native language belonged to different language families than when they belonged to the same language family, and highly proficient bilinguals showed stronger second language embodiment effect than low proficient bilinguals. There was a significant interaction between second language proficiency and semantic content, and the effect of semantic content on the second language embodiment effect was moderated by learners' second language proficiency. The findings supported the cross-linguistic consistency of the embodiment effect and further revealed the significant influence of learner factors and language factors on the second language embodiment effect. Based on the current findings, future research can further investigate the mechanisms of the second language embodiment effect and the interactive effects of learner and language factors on the second language embodiment effect.

Key words: second language learning, embodied cognition, meta-analysis, learner factors, language factors

中图分类号:

B842

李莹, 翟一惠, 郝守彬, 戴雅杏, 马晓博, 李甜甜, 王悦. (2025). 二语具身效应及其影响因素：基于元分析的证据. 心理科学进展 , 33(7), 1221-1233.

LI Ying, ZHAI Yihui, HAO Shoubin, DAI Yaxing, MA Xiaobo, LI Tiantian, WANG Yue. (2025). Embodiment effect in second language and its influences: Evidence based on meta-analysis. Advances in Psychological Science, 33(7), 1221-1233.

图/表 11

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影响因素	类别	K	效应量及95% CI			异质性检验
影响因素	类别	K	g	下限	上限	Q	df	p
样本量	N < 50	163	0.32	0.23	0.41	1.46	1	0.227
样本量	N ≥ 50	23	0.47	0.24	0.70	1.46	1	0.227
二语熟练度	高熟	64	0.49	0.34	0.64	5.60	1	0.018
二语熟练度	低熟	83	0.25	0.11	0.38	5.60	1	0.018
语言距离	相同语系	47	0.13	−0.04	0.30	8.18	1	0.004
语言距离	不同语系	133	0.42	0.32	0.52	8.18	1	0.004
加工深度	深层语义加工	137	0.36	0.24	0.43	0.71	1	0.399
加工深度	表层特征加工	49	0.28	0.11	0.44	0.71	1	0.399
语义内容	动作	52	0.24	0.08	0.40	2.68	2	0.068
	情感	81	0.45	0.32	0.58
	其他	52	0.27	0.10	0.43
二语熟练度×语义内容	低熟−情感	48	0.24	0.07	0.41	8.06	1	0.018
	低熟−动作	20	0.18	−0.08	0.44	1.89	1
	低熟−其他	15	0.35	0.04	0.65	5.00	1
	高熟−情感	24	0.83	0.59	1.07	45.31	1
	高熟−动作	24	0.32	0.08	0.56	7.03	1
	高熟−其他	16	0.24	−0.05	0.53	2.63	1
二语熟练度×语言距离	低熟−不同语系	55	0.31	0.15	0.48	14.39	1	0.265
	低熟−相同语系	27	0.13	−0.10	0.35	1.20	1
	高熟−不同语系	53	0.55	0.38	0.71	42.03	1
	高熟−相同语系	10	0.20	−0.18	0.58	1.05	1
二语熟练度×加工深度	低熟−表层特征加工	20	0.16	−0.11	0.42	1.34	1	0.315
	低熟−深层语义加工	63	0.28	0.12	0.43	12.68	1
	高熟−表层特征加工	10	0.30	−0.08	0.69	2.38	1
	高熟−深层语义加工	54	0.52	0.36	0.69	38.72	1

影响因素	类别	K	效应量及95% CI			异质性检验
影响因素	类别	K	g	下限	上限	Q	df	p
样本量	N < 50	163	0.32	0.23	0.41	1.46	1	0.227
样本量	N ≥ 50	23	0.47	0.24	0.70	1.46	1	0.227
二语熟练度	高熟	64	0.49	0.34	0.64	5.60	1	0.018
二语熟练度	低熟	83	0.25	0.11	0.38	5.60	1	0.018
语言距离	相同语系	47	0.13	−0.04	0.30	8.18	1	0.004
语言距离	不同语系	133	0.42	0.32	0.52	8.18	1	0.004
加工深度	深层语义加工	137	0.36	0.24	0.43	0.71	1	0.399
加工深度	表层特征加工	49	0.28	0.11	0.44	0.71	1	0.399
语义内容	动作	52	0.24	0.08	0.40	2.68	2	0.068
	情感	81	0.45	0.32	0.58
	其他	52	0.27	0.10	0.43
二语熟练度×语义内容	低熟−情感	48	0.24	0.07	0.41	8.06	1	0.018
	低熟−动作	20	0.18	−0.08	0.44	1.89	1
	低熟−其他	15	0.35	0.04	0.65	5.00	1
	高熟−情感	24	0.83	0.59	1.07	45.31	1
	高熟−动作	24	0.32	0.08	0.56	7.03	1
	高熟−其他	16	0.24	−0.05	0.53	2.63	1
二语熟练度×语言距离	低熟−不同语系	55	0.31	0.15	0.48	14.39	1	0.265
	低熟−相同语系	27	0.13	−0.10	0.35	1.20	1
	高熟−不同语系	53	0.55	0.38	0.71	42.03	1
	高熟−相同语系	10	0.20	−0.18	0.58	1.05	1
二语熟练度×加工深度	低熟−表层特征加工	20	0.16	−0.11	0.42	1.34	1	0.315
	低熟−深层语义加工	63	0.28	0.12	0.43	12.68	1
	高熟−表层特征加工	10	0.30	−0.08	0.69	2.38	1
	高熟−深层语义加工	54	0.52	0.36	0.69	38.72	1