促进抑或阻碍——语义相关性在二语词汇搭配学习中的效应  

Facilitatory or inhibitory?The effect of semantic relatedness on L2 collocation learning

作　　者：洪炜[1] 冯聪[1] 

机构地区：[1]中山大学

出　　处：《现代外语》2014年第1期96-106,147,共11页Modern Foreign Languages

基　　金：国家社科基金重大项目"汉语二语学习的认知过程与高效率教学模式研究"(12&ZD224);教育部人文社会科学研究青年项目"外国留学生汉语词汇认知发展模式研究"(13YJC740030)的资助

摘　　要：本文比较汉语二语学习者在近义语义相关和语义无关条件下词汇搭配学习的效果。实验结果显示,在近义语义相关条件下汉语二语学习者词汇搭配学习成绩显著低于在语义无关条件下的成绩,表明语义相关性对汉语二语词汇搭配学习具有阻碍效应。这为语义相关性在词汇学习中的消极作用提供了新的证据,证明了语义相关性不仅阻碍词义的习得,也影响其他方面词汇知识的习得。同时,这种阻碍效应可能存在于不同语言和不同词类的词语学习当中。文章最后对语义相关阻碍效应的作用机制进行了讨论。This paper reports a study comparing Chinese collocation learning by Chinese L2 learners under semantically related and unrelated conditions. The results show that the learners performed worse under the related condition than under the unrelated condition, indicating that semantic relatedness could hinder word collocation learning. This study provides further evidence for the inhibitory effect of semantic relatedness on vocabulary learning, suggesting that semantic relatedness could not only hinder the acquisition of word meaning but also impair collocation learning. Such inhibitory effects are believed to exist across word classes and languages. Finally, the mechanisms underlying the inhibitory effect are discussed.

关 键 词：语义相关性 阻碍效应 词汇搭配学习 

分 类 号：H319[语言文字—英语]