从中英双语者的替代失误看二语词汇产出的心理机制——基于CLEC语料库的研究  

Chinese-English Bilinguals' Word Production Mechanism—— A CLEC Based Analysis of Chinese Learners' Substitute Errors

作　　者：匡倩[1] 文娟[2] 

机构地区：[1]四川警察学院,四川泸州646000 [2]成都航空职业技术学院,四川成都610061

出　　处：《湖北广播电视大学学报》2016年第6期54-59,共6页Journal of Hubei Radio & Television University

基　　金：2014年度四川省教育厅人文社科项目"基于中国学习者语料库的中国英语学习者心理词汇发展机制的纵向研究"(15SB0160)

摘　　要：基于CLEC(Chinese learners English corpus)语料库,分析不同熟练水平的中国学习者的替代失误,探讨双语者的二语词汇的产出机制发展的特点。结果发现:学习者二语生成机制呈动态发展,从高中开始经历了两个阶段。第一个阶段为词位中介和词目中介的双通道阶段。第二个阶段为词汇整合、词目中介和词位中介的三通道阶段。二语词汇的熟练程度决定二语词汇与概念的连接方式。第一阶段的连接形式在母语形式中介和母语词目中介之间的转换。第二阶段的连接形式在概念、母语形式中介和母语词目中介之间转换。This paper probes into the characteristics of bilinguals＇ word production mechanism by analyzing Chinese-English learners＇ substitute errors in different proficiency level on the basis of CLEC. The results show that the word production mechanism dynamically develops through two stages. The first stage is lexeme/lemma association stage. The second stage is lexical reconstruction and lexeme/lemma association stage. How learners activate the links between the second language（L2） word and concept depends on the learners＇ word proficiency level. For the learners at the first stage, the links alter between the first language（L1） equivalents formal or L1 equivalent lemma functions in connection with the concept and L2 word. At the second stage, some L2 word＇s lexical information could be integrated into concept to produce the L2 word, while some L1 equivalent formal and L1 equivalent lemma still play a part in connection with the concept and L2 word.

关 键 词：中国学习者 二语词汇产出机制 替代失误分析 不同语言水平 

分 类 号：H319.3[语言文字—英语]