中国学习者英语心理词汇的听觉识别过程研究

发布时间：2018-06-22 15:33

本文选题：识别过程 + 听觉词汇　；参考：《江苏师范大学》2017年硕士论文

【摘要】：听力理解是二语学习中的重要活动之一,听觉词汇的识别又是听力理解的前提。本研究始于对中国英语学习者学习过程中常见的两个现象的观察,一个是很多学习者都有“听不懂,但是看了之后恍然大悟”的学习经历,另一个是不少英语学习者需要通过将所听词汇写下来的方式来识别听觉词汇,这两个现象都反映了中国英语学习者听觉词汇能力相对视觉较弱的特点以及听觉词汇识别过程中正字法的作用。因此,本研究尝试探索中国英语学习者的听觉词汇识别过程,以及在这一过程中正字法所扮演的角色,并探讨词频与受试英语水平对听觉词汇识别的影响。本实验采用有声思维和即时访谈相结合的实证研究方法来帮助探索。研究发现,根据识别过程中三个表征激活的时间顺序可以将听觉词汇识别过程分为四类:第一类中,语音最先得到激活,正字法在语义识别前得到激活;在第二类中,语音得到激活后,正字法和语义同时得到激活,并几乎与语音激活同步;第三类中,语音最先得到激活,语义随之直接激活,最后对应的正字法得到部分或整体激活;第四类和第三类非常相似,只是没有正字法的延迟激活。研究还发现,从正字法在听觉词汇识别过程中的作用看,该过程可以通过两种通道完成,直接通道和间接通道。直接通道不需要正字法的辅助作用,而间接通道需要正字法激活作为中介实现从语音激活到语义的识别。词频和受试英语水平对听觉词汇识别过程有重要影响,当词频降低,识别三个表征的难度增加,使用有形辅助的间接通道来识别目标词汇的趋势也随之增强。与非英语专业相比,英语专业在识别实验40个词汇的三个表征的任务中更加成功,并能够频繁使用直接通道和间接通道,二者中直接通道使用的频率更高;而非英语专业更依赖于使用有正字法辅助的间接通道来识别听觉词汇。当前研究对解释中国英语学习者在听觉词汇识别中所面临的尴尬处境有着重要启示,对于听觉词汇识别过程的分析,与这一过程中正字法的作用的研究更是反应了学习者记背新词的学习模式与学习习惯。最后,希望该研究对英语听力的教学实践会有一些有益的启示。
[Abstract]:Listening comprehension is one of the important activities in second language learning. This study began with the observation of two common phenomena in the learning process of Chinese EFL learners. One is that many learners have a learning experience of "not understanding, but then suddenly realizing". Another is that many English learners need to recognize auditory words by writing them down. These two phenomena reflect the features of Chinese EFL learners' relatively weak auditory vocabulary ability and the role of orthography in the process of auditory vocabulary recognition. Therefore, the present study attempts to explore the auditory lexical recognition process of Chinese EFL learners and the role played by orthography in this process, and to explore the effects of word frequency and English proficiency on auditory lexical recognition. This experiment adopts the method of sound thinking and real-time interview to help the exploration. It is found that according to the three chronological sequences of activation in the process of recognition, auditory lexical recognition can be divided into four categories: in the first category, speech is activated first, orthography is activated before semantic recognition, and in the second category, speech is activated first, and orthography is activated before semantic recognition. After speech is activated, orthography and semantics are activated at the same time, and almost synchronized with speech activation. In the third category, speech is activated first, semantics is activated directly, and the corresponding orthographic method is activated partly or as a whole. The fourth is very similar to the third, except that there is no delayed activation of orthography. It is also found that orthography can be accomplished through two channels, direct channel and indirect channel, from the perspective of orthography in the process of auditory lexical recognition. The direct channel does not need the aid of orthography, but the indirect channel needs to be activated by orthography as an intermediary to realize the recognition from speech activation to semantic. The frequency of words and the English proficiency of the subjects have an important influence on the process of auditory vocabulary recognition. When the word frequency decreases, the difficulty of recognizing the three representations increases, and the trend of using tangible auxiliary indirect channels to identify the target vocabulary increases. Compared with non-English majors, English majors are more successful in identifying the three representations of 40 words in the experiment, and can frequently use direct and indirect channels, in which direct channels are used more frequently. Non-English majors rely more on the use of orthographic-assisted indirect channels to recognize auditory vocabulary. The current study has important implications for explaining the awkward situation that Chinese EFL learners face in auditory vocabulary recognition, and an analysis of the process of auditory lexical recognition. The study on the role of orthography in this process reflects learners' learning patterns and habits of memorizing new words. Finally, it is hoped that this study will have some beneficial implications for the teaching practice of English listening.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【相似文献】