工作记忆容量对二语者隐喻性语言理解的影响

发布时间：2018-12-31 08:02

【摘要】：为了考察工作记忆对二语者隐喻性语言理解的影响,研究采用3(工作记忆容量:高,中,低)×3(句子类型:隐喻句、无隐喻句、语义矛盾句)的两因素混合实验设计来比较不同工作记忆容量二语者判断上述三类句子语义正确性的反应时和正确率的差异。研究结果显示:1)语义矛盾句的理解难度大于隐喻句,而隐喻句的理解难度要大于无隐喻句;2)工作记忆容量明显影响二语学习者对隐喻句的理解和加工,高容量学习者的隐喻理解速度和正确率要明显优于低容量的学习者。结果表明,高工作记忆容量有助于二语者快速且正确地理解隐喻性语言,鉴于此,在二语学习和教学中,应重视学习者认知能力(如工作记忆容量)的提升,因为个体认知能力差异会影响学习者对语篇和句子的理解和加工。
[Abstract]:In order to investigate the effect of working memory on the metaphorical language comprehension of L2, we used 3 (working memory capacity: high, middle, low) 脳 3 (sentence type: metaphorical sentence, no metaphorical sentence). A two-factor mixed experimental design was used to compare the response time and correct rate of L2 with different working memory capacity in judging the semantic correctness of the above three types of sentences. The results show that: 1) the semantic contradiction sentence is more difficult to understand than the metaphorical sentence, and the metaphorical sentence is more difficult to understand than the non-metaphorical sentence; 2) working memory capacity significantly affects the comprehension and processing of metaphorical sentences by L2 learners, and the speed and accuracy of metaphorical comprehension of high-capacity learners are significantly better than those of low-volume learners. The results show that high working memory capacity is helpful for L2 learners to understand metaphorical language quickly and correctly. In view of this, the improvement of learners' cognitive ability (such as working memory capacity) should be emphasized in L2 learning and teaching. Individual cognitive differences affect learners' understanding and processing of texts and sentences.
【作者单位】：安徽农业大学外国语学院;南京师范大学外国语学院;
【基金】：安徽省哲学社会科学规划项目“二语习得和工作记忆界面下“语音”和“执行”交互模型的建构和实证研究”(项目编号:AHSKY2016D113) 安徽农业大学繁荣发展哲学社会科学基金重点项目“双语儿童语言切换中的抑制控制研究”(项目编号:2015zs10zd)的阶段性研究成果
【分类号】：H319.3

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