意译启动对初中生汉—英语码转换的影响
发布时间：2019-04-09 10:23
【摘要】：双语者的语码转换机制一直受到心理语言学的关注。其中,双语者词汇-概念表征特点是双语研究的热点。翻译启动条件下的词汇语义判断实验是研究双语者心理表征的重要范式之一。早期对汉-英双语者的词汇-概念表征特点的研究中,采用汉-英和英-汉的跨语言翻译启动的启动范式比较多,而采取英语释义-英语和汉语释义-英语这种实验设计的启动范式比较少见。本研究共包括两个实验。实验1采用2 (词汇量水平:高,低)x2 (意译启动方式:汉-英,英-英)x1 (生词)三因素混合设计。实验2采用2 (英语水平:高,低)x2 (熟悉度:高,低)x2 (意译启动方式:汉-英,英-英)三因素混合设计。通过对两个实验数据的处理与分析,进一步论证初中生在英语水平(高、低)、词汇量(高、低)两种条件下,汉-英语码转换时的心理表征是否相同;以及在英语水平(高、低)和词汇量(高、低)两种条件下,初中生对不同熟悉程度的第二语言(高、低、生词)识别时,是否存在两种语言联接强度的差异。通过实验研究,实验1得出以下结果:(1)汉-英和英-英的语义判断任务均出现意译启动效应。(2)汉-英范式下,词汇量高组正确率高于英-英范式下的正确率,差异不显著;词汇量低组正确率高于英-英范式下的正确率,差异显著。(3)词汇量高、低两组均在汉-英范式下的反应时低于英-英范式下的反应时。词汇量高组在汉-英范式下的正确率和英-英范式下的正确率差异不显著。实验2得出以下结果:(1)汉-英和英-英的语义判断任务均出现意译启动效应。(2)无论熟悉性高还是熟悉性低的启动词,英语水平高、低两组被试在汉-英范式下的反应时都显著低于在英-英范式下的反应时,差异显著;汉-英范式下的正确率显著高于英-英范式下的正确率,差异显著。(3)英语水平高、低两组被试在汉-英范式下所用的反应时和在英-英范式下所用反应时均存在显著差异。本研究得出的结论是:在第二语言习得的最初阶段,初中双语者汉语、英语两种语言之间的联系非对称,概念表征共享,词汇表征分离。汉语到英语翻译词对的语义联系大于英语到英语。第二语言词汇通过一语的翻译对等词和概念发生联系。初中汉-英双语者的词汇通达方式仍以词汇联结模型为主。研究结果支持词汇联结模型。
[Abstract]:The code-switching mechanism of bilinguals has been paid close attention to by psycholinguistics. Among them, bilinguals' lexical-conceptual representation is a hot topic in bilingual research. Lexical semantic judgment experiment under the condition of translation initiation is one of the most important paradigms in the study of bilinguals' psychological representation. In the early studies on the lexical-conceptual representation characteristics of Chinese-English bilinguals, there are many priming paradigms using Chinese-English and English-Chinese cross-language translation initiation. However, the priming paradigm of English-English and Chinese-English experimental designs is less common. This study includes two experiments. In experiment 1, two (vocabulary level: high, low) x2 (free translation initiation: Chinese-English, English-English) x1 (new words) three-factor mixed design was adopted. Experiment 2 used 2 (English proficiency: high, low) x2 (familiarity: high, low) x2 (free translation start-up: Chinese-English, English-English) three-factor mixed design. Through the processing and analysis of the two experimental data, it is further proved whether the mental representation of junior middle school students in the two conditions of English proficiency (high, low) and vocabulary (high and low) is the same in the case of Chinese-English code conversion. Under the conditions of English proficiency (high, low) and vocabulary (high and low), there is a difference in the connection strength between the two languages when the junior middle school students recognize the second language (high, low, new words) with different familiarity. The results of experiment 1 are as follows: (1) both Chinese-English and English-English semantic judgment tasks have the priming effect of free translation. (2) in Chinese-English paradigm, the correct rate of high vocabulary group is higher than that of English-English paradigm. The difference was not significant. The correct rate of low vocabulary group was higher than that of English-English paradigm, and the difference was significant. (3) the response time of Chinese-English normal group was lower than that of English-English normal form. (3) the response time of low vocabulary group was lower than that of English-English normal form. There was no significant difference between the correct rate under the Chinese-English normal form and the English-English normal form in the high vocabulary group. The results of experiment 2 are as follows: (1) both Chinese-English and English-English semantic judgment tasks have free translation priming effect. (2) English proficiency is high in both Chinese-English and English-English starting verbs with high familiarity or low familiarity. The response time in the Chinese-English paradigm was significantly lower in the low two groups than in the English-Chinese paradigm, and there was a significant difference in the response time between the Chinese-English paradigm and the English-Chinese paradigm. The correct rate under the Chinese-English paradigm is significantly higher than that under the English-English paradigm, and the difference is significant. (3) the English proficiency is high. There was a significant difference between the response time used in Chinese-English normal form and the response time used in English-English normal form in the low two groups. The results of this study are as follows: in the initial stage of second language acquisition, the relationship between Chinese and English in junior middle school bilinguals is asymmetrical, conceptual representation is shared and lexical representation is separated. The semantic relationship of Chinese-to-English translation pairs is greater than that of English-to-English translation. The second language vocabulary is associated with concepts and equivalents through the translation of a language. The lexical access mode of Chinese-English bilinguals in junior middle school is still dominated by lexical association model. The results support the lexical association model.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315.9
本文编号：2455097
[Abstract]:The code-switching mechanism of bilinguals has been paid close attention to by psycholinguistics. Among them, bilinguals' lexical-conceptual representation is a hot topic in bilingual research. Lexical semantic judgment experiment under the condition of translation initiation is one of the most important paradigms in the study of bilinguals' psychological representation. In the early studies on the lexical-conceptual representation characteristics of Chinese-English bilinguals, there are many priming paradigms using Chinese-English and English-Chinese cross-language translation initiation. However, the priming paradigm of English-English and Chinese-English experimental designs is less common. This study includes two experiments. In experiment 1, two (vocabulary level: high, low) x2 (free translation initiation: Chinese-English, English-English) x1 (new words) three-factor mixed design was adopted. Experiment 2 used 2 (English proficiency: high, low) x2 (familiarity: high, low) x2 (free translation start-up: Chinese-English, English-English) three-factor mixed design. Through the processing and analysis of the two experimental data, it is further proved whether the mental representation of junior middle school students in the two conditions of English proficiency (high, low) and vocabulary (high and low) is the same in the case of Chinese-English code conversion. Under the conditions of English proficiency (high, low) and vocabulary (high and low), there is a difference in the connection strength between the two languages when the junior middle school students recognize the second language (high, low, new words) with different familiarity. The results of experiment 1 are as follows: (1) both Chinese-English and English-English semantic judgment tasks have the priming effect of free translation. (2) in Chinese-English paradigm, the correct rate of high vocabulary group is higher than that of English-English paradigm. The difference was not significant. The correct rate of low vocabulary group was higher than that of English-English paradigm, and the difference was significant. (3) the response time of Chinese-English normal group was lower than that of English-English normal form. (3) the response time of low vocabulary group was lower than that of English-English normal form. There was no significant difference between the correct rate under the Chinese-English normal form and the English-English normal form in the high vocabulary group. The results of experiment 2 are as follows: (1) both Chinese-English and English-English semantic judgment tasks have free translation priming effect. (2) English proficiency is high in both Chinese-English and English-English starting verbs with high familiarity or low familiarity. The response time in the Chinese-English paradigm was significantly lower in the low two groups than in the English-Chinese paradigm, and there was a significant difference in the response time between the Chinese-English paradigm and the English-Chinese paradigm. The correct rate under the Chinese-English paradigm is significantly higher than that under the English-English paradigm, and the difference is significant. (3) the English proficiency is high. There was a significant difference between the response time used in Chinese-English normal form and the response time used in English-English normal form in the low two groups. The results of this study are as follows: in the initial stage of second language acquisition, the relationship between Chinese and English in junior middle school bilinguals is asymmetrical, conceptual representation is shared and lexical representation is separated. The semantic relationship of Chinese-to-English translation pairs is greater than that of English-to-English translation. The second language vocabulary is associated with concepts and equivalents through the translation of a language. The lexical access mode of Chinese-English bilinguals in junior middle school is still dominated by lexical association model. The results support the lexical association model.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315.9
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