不熟练汉英双语儿童概念表征的发展  

Development of Conceptual Representation in Nonproficient Chinese-English Bilingual Children

作　　者：龚少英[1] 方富熹[2] 

机构地区：[1]华中师范大学心理学院,湖北武汉430079 [2]中科院心理研究所心理健康重点实验室,北京100101

出　　处：《南京师大学报（社会科学版）》2007年第2期101-105,共5页Journal of Nanjing Normal University(Social Science Edition)

摘　　要：本研究使用跨语言语义分类任务探查了不熟练汉英双语儿童概念表征的特点,被试为从小学一年级开始学习英语的小学三年级、五年级和初中一年级学生。结果发现,三年级被试的语义分类反应只有在目标词为第一语言时,受到范畴语言的影响。五年级被试的语义分类反应只有当目标词为第二语言时受到范畴语言的影响,初中一年级被试的反应不受范畴语言影响。这些结果表明,不熟练汉英双语儿童的第二语言词能够直接通达概念表征,随着年级的升高,第二语言词和概念间的联系增强,这种通达能力也逐渐由弱变强。This study aims to explore the features of conceptual representation by using semantic categorization task. Subjects were nonproficient Chinese-English bilingual children from grades three and five in primary school and grade seven in junior middle school. The main findings are that grade three subjects＇ categorization reactions were influenced by the languages of category names only when the target word language was L1, that grade five subjects＇ reactions were influenced by the languages of category names only when the target word language was L2, and the junior students＇ reactions were not influenced by the languages of category names. These results indicated that the L2 words in the memory of nonproficient bilingual Chinese-English children could access concept representation; the link between L2 words and concepts was increased and L2 word＇s concept-access ability enhanced with the L2 proficiency.

关 键 词：双语儿童 概念表征 第二语言 

分 类 号：H09[语言文字—语言学] B842[哲学宗教—基础心理学]