语音短时记忆与词汇知识对第二语言词汇学习的影响  

The Influence of Phonological Short- Term Memory and Lexical Knowledge on Second Language Word Learning in Chinese- English Bilinguals

作　　者：马腾飞[1] 汪竹[1] 陈宝国[1] 

机构地区：[1]北京师范大学心理学院,应用实验心理北京市重点实验室,北京100875

出　　处：《心理科学》2014年第1期124-131,共8页Journal of Psychological Science

基　　金："国家社会科学基金项目(11BYY039)";中央高校基本科研业务费专项基金;教育部新世纪优秀人才(NECT-11-0028)项目的资助

摘　　要：选取两种语音熟悉程度不同的非词为实验材料,把语音短时记忆区分为项目短时记忆和序列短时记忆,考察语音短时记忆与词汇知识对汉英双语者第二语言(英语)词汇学习的影响。实验1采用产出性的方式进行学习,结果发现,词汇知识与项目短时记忆对语音熟悉非词的学习起预测作用;词汇知识与序列短时记忆对语音不熟悉非词学习起预测作用。实验2采用接受性的方式进行学习,结果发现,项目短时记忆、序列短时记忆和词汇知识都对语音熟悉非词学习起独立的预测作用;项目短时记忆和序列短时记忆对语音不熟悉非词学习起独立的预测作用。实验结果表明,语音短时记忆和词汇知识都是影响英语词汇学习的重要因素。具体而言,学习语音熟悉的词汇,词汇知识起着更为重要的作用;学习语音不熟悉的词汇,语音短时记忆、特别是序列短时记忆起着更为重要的作用,而且两者作用的大小随着词汇学习方式的不同而发生变化。Word learning has long been an important field in second language research. On the factors that may influence word learn ing, there are two important theories, Phonological Loop Theory and Long term Phonological Knowledge Hypothesis. The former holds that phonological short term memory （ PSTM ） is critical for word learning, while the latter emphasizes the mediation role of long term lexical knowledge instead of PSTM. Many researches have been done to solve the problem, but the results were mixed, each theory has its evidences. The current study investigated the relative importance of phonological short term memory and lexical knowledge for second lan gnage （English） word learning for the Chinese English bilinguals. To clarify the conjoined influence of the two factors, we distin guished PSTM into serial order STM （measured by serial order reconstruction tasks） and item STM （tested by delayed single nonword repetition）, and nonwords were manipulated in phoneme familiarity （English nonwords, such as/sefrit/,/p 3t 3/,/d 3it/; and mixed nonwords with Italian trilled r, such as/nirkel/, /berdort/, /ledurm/）. Participants were all Chinese native speakers who learn English as a second language with medium proficiency. The paradigm of picture nonword pairs with different tasks （ production in Experiment 1 and recognition in Experiment 2） was adopted in this research. Using a learning method of auditory presentation and speech production, Experiment 1 investigated 42 participants＂ learning of familiar English nonwords and unfamiliar mixed nonwords for 5 cycles, through correlation analysis and muhiple stepwise regression analysis, we found that nonword repetition and lexical knowledge are two independent predictors of familiar English nonword learning; as for unfamil iar mixed nonwords, lexical knowledge and serial order STM measurement independently predicted its performance. Since speech pro duction was used to evaluate participants＇performance in Experiment 1, the results can be comp

关 键 词：语音短时记忆 词汇知识 词汇学习 

分 类 号：B842[哲学宗教—基础心理学]