汉英双语词汇产出的语言控制机制

发布时间：2023-11-23 20:50

　　双语控制与产出一直是心理语言学界探讨的重要课题。由于两套语言系统的存在,双语控制相较于单语控制难度更大、更为复杂。因此,双语者大脑中的语言控制机制如何发生作用,以保证双语者能够在日常生活中自如、流利地进行语言切换与产出,也成为众多国内外研究者关注的问题。然而,在双语控制机制的诸多基本问题上,研究者们提出了诸多不同、甚至相反的理论,各方观点尚未达成一致。例如,关于双语控制机制的本质,既往研究大致分为“抑制控制说”和“激活控制说”两派,前者认为双语者的语言控制通过对非目标语的抑制实现,而后者则认为语言控制通过对目标语的持续激活(过度激活)来实现:对于双语控制的范畴,研究者们提出了“整体控制说”和“局部控制说”,前者认为双语控制是对整个非目标语的控制,而后者认为双语控制机制仅对此前激活过的个别词汇进行局部控制。此外,对于语言切换的行为效应、二语水平对双语控制机制的影响以及“汉语-英语”这一语言组合,相关研究则略显不足。因此,在前人理论和实证研究基础上,本研究以汉英不平衡双语者的双语控制机制为研究对象,从词汇层面出发,具体探讨不平衡双语者双语控制机制的本质、范畴、语言切换的行为效应以及二语(英...

【文章页数】：176 页

【学位级别】：博士

【文章目录】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purposes and Research Questions
    1.3 Organization of the Dissertation
Chapter Two Literature Review
    2.1 Key Terms Defined
        2.1.1 Bilingual
        2.1.2 Speech Production
        2.1.3 Lexical Access
        2.1.4 Priming
        2.1.5 Bilingual Language Control
    2.2 Theories of Speech Production
        2.2.1 Monolingual Speech Production Models
            2.2.1.1 Spreading Activation Theory (Dell, 1986)
            2.2.1.2 Blueprint of the Speaker (Levelt, 1989,1999)
        2.2.2 Bilingual Speech Production Models
            2.2.2.1 Bilingual Production Model (De Bot,1992)
            2.2.2.2 Model of Bilingual Speech Production (Kormos, 2006)
    2.3 Research on the BLC Mechanism
        2.3.1 Nature of the BLC Mechanism
            2.3.1.1 The Inhibition Account
            2.3.1.2 The Activation Account
            2.3.1.3 The Language Selection Account
            2.3.1.4 The Selection Threshold Account
        2.3.2 Scope of the BLC Mechanism
        2.3.3 Behavioral After-effects of the BLC Mechanism
        2.3.4 Research Paradigms and Methodology
            2.3.4.1 Language Switching Paradigm (Meuter & Allport, 1999)
            2.3.4.2 Picture-Word Interference (PWI) Paradigm
            2.3.4.3 Examining Shared Cross-language Properties
            2.3.4.4 Electrophysiological and Neuroimaging Methods
    2.4 Limitations of Previous Research
    2.5 Summary
Chapter Three Experiment Design
    3.1 Participants
    3.2 Materials
    3.3 Procedure
        3.3.1 Sequence
        3.3.2 Time
        3.3.3 Color Cue
    3.4 Data Collection and Pretreatment
Chapter Four Results
    4.1 Results of the Higher-L2-proficiency Group
        4.1.1 Start Block vs. Return Block: New Items
        4.1.2 Start Block vs. Return Block: Repeated Items
        4.1.3 Switch Block: New Items v.s. Repeated Items
        4.1.4 Bross-section Comparisons
            4.1.4.1 Chinese: S1-B1-New v.s. S2-B2-New
            4.1.4.2 English: S2-B1-New v.s. S1-B2-New
    4.2 Results of the Lower-L2-proficiency Group
        4.2.1 Start Block vs. Return Block: New Items
        4.2.2 Start Block vs. Return Block: Repeated Items
        4.2.3 Switch Block: New Items v.s. Repeated Items
        4.2.4 Cross-section Comparisons
            4.2.4.1 Chinese: Sl-Bl-New v.s. S2-B2-New
            4.2.4.2 English: S2-Bl-New v.s. S1-B2-New
    4.3 Comparison of the Two Participant Groups
        4.3.1 Similarities of the Two Groups
        4.3.2 Differences of the Two Groups
    4.4 Summary
Chapter Five Discussion
    5.1 Nature of the BLC Mechanism
    5.2 Scope of the BLC Mechanism
    5.3 Behavioral After-effects of Language Switching
        5.3.1 Priming Effects
            5.3.1.1 Repetition Priming
            5.3.1.2 Translation Priming
        5.3.2Language Switching Effects
            5.3.2.1 Language Switching Effects on L1
            5.3.2.2 Language Switching Effects on L2
    5.4 The Role of L2 Proficiency
    5.5 Summary
Chapter Six Conclusion
    6.1 Summary of the Present Study
    6.2 Major Findings of the Present Study
    6.3 Significance and Implications of the Present Study
    6.4 Limitations and Suggestions for Future Research
References
Appendix Ⅰ Participant Consent Form
Appendix Ⅱ Language Background Questionnaire
Appendix Ⅲ Pictures of the Experiment



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