中国学生解读英语逻辑转喻的认知机制  

Chinese English learners'cognitive processes of interpreting English logic metonymy

作　　者：赵晨[1] 

机构地区：[1]广东外语外贸大学

出　　处：《现代外语》2013年第1期55-61,109,共7页Modern Foreign Languages

基　　金：国家社科基金项目"从二语岐义加工角度看中国英语学习者英语能力的发展"(11BYY036)的阶段性成果

摘　　要：本研究通过两个自控步速阅读实验探讨了中国学生解读英语逻辑转喻的认知机制。实验一发现,无论水平高低,中国学生在解读英语逻辑转喻的过程中都发生了语义强制转换。实验二则显示,中国学生解读逻辑转喻的过程存在一个时间进程,语境虽然不影响高、低水平学习者对逻辑转喻的早期解读,但会影响高水平学习者对逻辑转喻的后期解读。实验结果说明,中国学生在二语句子加工过程中遵循词汇优先的原则,同时从一个侧面证明了二语习得的接口假设。This study reports about two self-paced reading experiments designed to explore Chinese English learners' cognitive processes of interpreting English logic metonymy.Experiment 1,using English logic metonymies,biased and unbiased interpreting sentences as materials,observes a coercion process in both the high and low proficiency learners' early interpreting of logic metonymy.Experiment 2,using the same sentences in experiment 1 but modified by sentential contexts,find that context does not influence both the high and low proficiency learners' early interpreting,but affect the high proficiency learners' late interpreting of logic metonymy.The results show that lexical information is activated prior to sentence information in learners' sentence processing,and then provide evidence for 'Interface Hypothesis'.

关 键 词：逻辑转喻 认知机制 句子加工 接口假设 

分 类 号：H313[语言文字—英语]