發(fā)布時(shí)間：2018-08-27 10:22

【摘要】：語碼轉(zhuǎn)換和雙語記憶表征作為雙語認(rèn)知研究的重要組成部分，得到國內(nèi)外研究者的高度關(guān)注。研究者對語碼轉(zhuǎn)換和雙語記憶表征展開了諸多研究，取得許多重要研究成果。然而，對于二語熟練、三語不熟練的雙語者而言，其語碼轉(zhuǎn)換過程中是否存在長時(shí)重復(fù)啟動效應(yīng)尚不得而知。此外，先前研究通常關(guān)注二語對一語的啟動效應(yīng)，，運(yùn)用不同任務(wù)范式考察語碼轉(zhuǎn)換過程的雙語記憶表征，發(fā)現(xiàn)概念表征共享，詞匯表征分離，但一語對二語、二語對三語、一語對三語的啟動效應(yīng)方面的研究卻相對缺乏。鑒于此，本文采用實(shí)時(shí)研究方法，運(yùn)用語義歸類任務(wù)和詞匯判斷任務(wù)考察中—英—日雙語者語碼轉(zhuǎn)換過程的長時(shí)重復(fù)啟動效應(yīng)，并進(jìn)一步探討語言熟練水平和重復(fù)啟動是否會對反應(yīng)時(shí)和錯(cuò)誤率產(chǎn)生影響。具體來講，本文主要探討以下三個(gè)問題：第一，中—英—日雙語者語義歸類任務(wù)下是否存在L1對L2、L2對L3及L1對L3的長時(shí)重復(fù)啟動效應(yīng)；第二，中—英—日雙語者詞匯判斷任務(wù)下是否存在L1對L2、L2對L3及L1對L3的長時(shí)重復(fù)啟動效應(yīng)；第三，語言熟練水平和重復(fù)啟動能否影響受試語碼轉(zhuǎn)換過程的反應(yīng)時(shí)和錯(cuò)誤率。 為了回答以上問題，研究者運(yùn)用E-prime設(shè)計(jì)了語義歸類和詞匯判斷兩個(gè)實(shí)驗(yàn)考察受試語碼轉(zhuǎn)換過程的長時(shí)重復(fù)啟動效應(yīng)。實(shí)驗(yàn)受試為寧波大學(xué)二外為日語的英語專業(yè)碩士研究生。實(shí)驗(yàn)結(jié)果表明：1）在語義歸類任務(wù)下，存在非轉(zhuǎn)換和轉(zhuǎn)換條件下L1對L2的重復(fù)啟動效應(yīng)；存在非轉(zhuǎn)換條件下L2對L3的重復(fù)啟動效應(yīng)，但并不存在轉(zhuǎn)換條件下的重復(fù)啟動效應(yīng)；不存在非轉(zhuǎn)換和轉(zhuǎn)換條件下L1對L3的重復(fù)啟動效應(yīng)。2）在詞匯判斷任務(wù)下，存在非轉(zhuǎn)換和轉(zhuǎn)換條件下L1對L2、L2對L3的重復(fù)啟動效應(yīng)；但并不存在非轉(zhuǎn)換和轉(zhuǎn)換條件下L1對L3的重復(fù)啟動效應(yīng)。3）語言熟練水平和重復(fù)啟動均會對受試反應(yīng)時(shí)和錯(cuò)誤率產(chǎn)生重要影響。 本研究所得結(jié)論在理論、研究方法以及教學(xué)實(shí)踐上都對中國語碼轉(zhuǎn)換加工過程的雙語記憶表征研究及對詞匯教學(xué)有所貢獻(xiàn)。理論上，本研究揭示了漢英（L1和L2）、漢日（L1和L3)）這些語言類型相距遙遠(yuǎn)的語言間、L2和L3間的雙語記憶表征模式，進(jìn)一步豐富了語碼轉(zhuǎn)換過程的雙語記憶表征研究，為建構(gòu)L1和L3及L2的記憶表征做出一定貢獻(xiàn)。在研究方法上，本研究運(yùn)用正向翻譯和避免練習(xí)效應(yīng)（即受試無需對學(xué)習(xí)階段的刺激做出反應(yīng)）的方法，不僅拓寬了語碼轉(zhuǎn)換過程雙語記憶表征研究的方法論視角，而且在某種程度上解決了研究的生態(tài)效度問題。在教學(xué)方面，對外語詞匯教學(xué)和學(xué)習(xí)提供了一定的啟示。
[Abstract]:As an important part of bilingual cognitive research, code-switching and bilingual memory representation have attracted much attention from researchers both at home and abroad. Researchers have done a lot of research on code-switching and bilingual memory representation and have made many important achievements. It is not known whether there is a long-term repetitive priming effect in L2. In addition, previous studies have focused on the priming effect of L2 on L1. Different task paradigms have been used to examine the bilingual memory representation in the process of code-switching. In view of this, this paper examines the long-term repetitive priming effect in Chinese-English-Japanese bilinguals'code-switching process using semantic categorization task and lexical judgment task, and further explores whether proficiency and repetitive priming have an impact on reaction time and error rate. This paper mainly discusses the following three questions: first, whether L1 pairs L2, L2 pairs L3 and L1 pairs L3 long-term repetitive priming effect exists under the Chinese-English-Japanese bilingual semantic categorization task; second, whether L1 pairs L2, L2 pairs L3 and L1 pairs L3 long-term repetitive priming effect exists under the Chinese-English-Japanese bilingual lexical judgment task; third, language proficiency. Whether horizontal and repeated priming can affect the response time and error rate of the code switching process.
To answer these questions, two experiments, semantic categorization and lexical judgment, were designed to examine the long-term repetitive priming effect in the process of code-switching. The repetitive priming effect of L1 to L2 under the condition of non-conversion exists, but there is no repetitive priming effect of L2 to L3 under the condition of non-conversion, and there is no repetitive priming effect of L1 to L3 under the condition of non-conversion and non-conversion. There was no repetitive priming effect of L1 on L 3 under non-switching and non-switching conditions. 3) Both proficiency and repetitive priming had significant effects on reaction time and error rate.
The findings of this study have contributed theoretically, methodologically and practically to the study of bilingual memory representation and vocabulary teaching in Chinese code-switching processing. This study enriches the study of bilingual memory representation in code-switching process and contributes to the construction of memory representation in L1, L3 and L2. On the research method, this study uses the methods of forward translation and avoiding the practice effect (i.e. subjects do not need to respond to the stimuli of the learning stage), which not only broadens the bilingual memory table in code-switching process. From the perspective of methodology, the research has solved the problem of ecological validity to a certain extent, and has provided some enlightenment to the teaching and learning of foreign language vocabulary.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H0-05

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本文編號：2206991