课堂学习环境下中日双语者心理词汇表征研究  

Mental Lexical Representation among Chinese Japanese Learners in Classroom Learning Environment

作　　者：王益帆 杜乐怡 焦中彦 WANG Yifan;DU Leyi;JIAO Zhongyan(School of Foreign Languages,Ningbo University of Technology,Ningbo 315211,China)

机构地区：[1]宁波工程学院外国语学院,浙江宁波315211

出　　处：《宁波工程学院学报》2024年第2期126-132,共7页Journal of Ningbo University of Technology

基　　金：浙江省教育厅一般项目(Y202147841);宁波工程学院大学生创新计划训练项目(2023048)。

摘　　要：为了解课堂学习环境下中-日双语者心理词汇的结构和发展,通过日-汉翻译识别任务,操控词对类型和二语水平两个自变量,考察了不同水平学习者心理词汇的加工机制。研究结果发现:高水平组和低水平组均同时受到词形干扰和语义干扰;高水平组语义干扰显著大于词形干扰,低水平组语义干扰和词形干扰无显著差异,表明日语初级水平者主要依靠第二语言(L2)与母语(L1)翻译对等词的连接通达概念,高级水平者可以直接由L2词汇通达L2概念,但始终处于词汇联结和概念联结并存的状态。建议未来教学中应使用概念驱动策略,并采用多样化教学方法,帮助学生建立直接的词形-概念联系。To investigate the structure and development of mental lexical representation in the Chinese-Japanese bilinguals under a classroom learning environment,this study employs a Japanese-Chinese translation recognition task,manipulating two independent variables,i.e.,word pair type and second language proficiency level,examines the processing mechanisms of mental lexical representation in the learners at different levels.The findings reveal that both high and low proficiency groups are affected by both orthographic and semantic interference and for the high proficiency group,semantic interference is significantly greater than orthographic interference,while there is no significant difference between the two types of interference for the low proficiency group which suggests that the beginners in Japanese primarily rely on the connections between L2 and L1 equivalent translation words to access concepts,whereas advanced learners can directly access L2 concepts through L2 lexicon,however,they continue to exist in a state where lexical connections and conceptual connections coexist.

关 键 词：心理词汇 RHM模型 中日双语者 

分 类 号：H36[语言文字—日语]