母语词汇化对二语词汇附带习得影响的ERPs研究

发布时间：2018-04-20 14:03

本文选题：二语词汇附带习得 + ERPs　；参考：《四川外国语大学》2013年硕士论文

【摘要】：词汇习得作为语言习得的一部分，是语言研究的重要领域。1985年，Nagy, Herman和Anderson最先提出了词汇附带习得的观念。Laufer和Hulstijn（2001）将词汇附带习得定义为“信息的偶然习得而不是有意的记忆”，从此词汇附带习得渐渐成为词汇习得研究的热点。长久以来，对词汇附带习得的研究集中于习得者，词汇，语境和语篇等影响因素。然而，只有少量研究者注意到母语的词汇化对二语词汇习得的影响：Blum和Levenston (1979)指出并强调了母语对词汇附带习得的影响；Paribaknt (2005)利用内省法研究了学习英语的波斯语者，提出了母语词汇化的影响；Chen和Truscott（2010）研究了母语词汇化对中国英语习得者的影响。同样的类似的研究还有：De Bot和Schreuder (1993), Yu (1996), Swan (1997),Sj holm (1998)等等。纵观这些研究，尽管从母语词汇化角度指出了其对二语词汇附带习得的影响，但并没有指出母语词汇化是如何影响的，即对于母语词汇化影响词汇附带习得的动态过程缺乏理论解释。母语词汇化是如何影响二语词汇附带习得的进展的？母语词汇化影响二语词汇附带的词形习得还是意义习得或者都影响？Jiang (2000)提出了词汇表征发展的三个阶段模型为词汇习得研究提供了新思路，于是母语词汇话对词汇表征发展的三个阶段分别有什么样的影响？随着科学技术的发展，ERPs (Event-Related Potentials)技术得到了广泛的应用，这为语言认知过程研究提供了新的实验方法。因此，本论文利用ERPs技术对学习者词汇附带习得中的母语词汇化影响进行研究，其研究问题是：对于二语习得者，母语词汇化对二语词汇附带习得的影响是什么？本论文利用ERPs技术研究母语词汇化对二语词汇附带习得的影响。本论文以中国的英语习得者作为被式，采用汉语中词汇化的和未词汇化的英语词为研究目标词汇，通过阅读构成词汇附带习得，之后通过比较其ERPs数据差异来得出结论。整个实验分为两个阶段：词汇附带习得阶段和测试阶段。实验结束后，通过比较与意义习得相关ERPs成份N400和与词形习得相关的ERPs成份P600的结果差异，得出母语词汇化对二语词汇附带习得影响的结论，并且采用词汇表征发展的动态模型对其影响作出解释。整个实验在四川外语学院外语学习认知重点实验室完成。实验过程用E-prime1.1软件编程，脑电数据通过Neuroscan4.5和Synaps2采集并记录，然后对脑电数据进行离线分析，并且将结果输入SPSS16.0统计软件进行统计分析。对其数据进行统计分析，可以得出以下结论：（1）与词形习得相关的ERPs成份P600的数据显示，非词汇化词的P600波幅明显大于词汇化词。这表明母语词汇化对二语词汇的词形附带习得产生影响，即非词汇化的词的词形习得优于词汇化词的词形习得。根据词汇表征发展的三阶段模型，第一阶段为词汇发展的形式阶段，在该阶段二语词词条中只有二语词汇的词位信息，即词汇的语音、形态信息。因此，词汇化词和非词汇化词都能达到词汇表征发展的形式阶段。但是由于非词汇化词在文章中的较高的突显度，使得习得者对于非词汇化词的词形的习得程度高于词汇化的词。（2）与意义习得相关的ERPs成份N400的数据显示，非词汇化词的N400波幅明显于词汇化词。这表明母语词汇化对二语的词汇意义的附带习得产生影响，即词汇化词的意义习得优于非词汇化词的词形习得。根据词汇表征发展的三阶段模型，第二阶段为一语词目调节阶段，在该阶段，母语对应词的词目及意义语法信息协助二语词汇表征的发展，此时由于母语词汇化导致了学习者在学习非词汇化词的时候，其心里词库中无相应的能被激活的母语词目，，而对于词汇化词却无此影响。因此，词汇化词能达到词汇表征发展的一语词目调节阶段从而能够到达词汇表征发展的最后阶段即二语整合阶段，而非词汇化词却不能达到一语词目阶段继而影响之后的词汇表征发展。
[Abstract]:Vocabulary acquisition, as a part of language acquisition, is an important field of language research in.1985 years. Nagy, Herman and Anderson first proposed the concept of incidental vocabulary acquisition.Laufer and Hulstijn (2001) to define incidental acquisition of vocabulary as "accidental acquisition of information instead of intentional memory". From then on, incidental vocabulary acquisition gradually became a vocabulary learning. A hot spot of research.
The study of incidental vocabulary acquisition has long been focused on the factors such as the learners, vocabulary, context and discourse. However, only a small number of researchers have noticed the influence of the lexicalization of the mother tongue on the two language acquisition: Blum and Levenston (1979) point out and emphasize the influence of mother tongue on incidental acquisition of words; Paribaknt (2005) uses introspection. In the study of Persian learners of English learning, the influence of the lexicalization of mother tongue was proposed. Chen and Truscott (2010) studied the influence of native language lexicalization on Chinese English learners. The same similar studies were as follows: De Bot and Schreuder (1993), Yu (1996), Swan (1997), Sj Holm (1998) and so on. It points out its influence on Incidental Vocabulary Acquisition in two language, but does not point out how the mother tongue lexicalization is influenced. That is, the lack of theoretical explanation on the dynamic process of incidental vocabulary acquisition by mother tongue lexicalization. How does the mother tongue lexicalization affect the development of the incidental acquisition of the two language? The mother tongue lexicalization affects the incidental vocabulary of the two language. Jiang (2000) proposes that the three stage model of the development of lexical representation provides a new idea for the study of vocabulary acquisition. So, what are the effects of the mother tongue words on the three stages of the development of lexical representation?
With the development of science and technology, ERPs (Event-Related Potentials) technology has been widely used, which provides a new experimental method for the study of language cognitive process. Therefore, this paper uses ERPs technology to study the influence of the mother tongue lexicalization in the incidental acquisition of learners' vocabulary. The research problem is: for the two language learners, the mother tongue is the first language. What is the effect of lexicalization on Incidental Vocabulary Acquisition in two language?
This thesis uses ERPs technology to study the effect of native language lexicalization on incidental vocabulary acquisition of two language. In this paper, Chinese English learners are used as the type, using Chinese Lexicalization and non lexicalization of English words as the target vocabulary, by reading vocabulary incidental acquisition, and then comparing their ERPs data differences to come to a conclusion. The whole experiment is divided into two stages: the incidental vocabulary acquisition phase and the test stage. After the experiment, the results of the difference between the ERPs component N400 and the ERPs component P600 related to the form acquisition are compared, and the conclusion of the influence of the mother tongue lexicalization on the incidental acquisition of the vocabulary is obtained, and the dynamic model of the development of the lexical representation is adopted. The type has an explanation of its influence.
The whole experiment was completed in the Key Laboratory of foreign language learning and cognition in Sichuan International Studies University. The experimental process was programmed with E-prime1.1 software. The EEG data was collected and recorded by Neuroscan4.5 and Synaps2. Then the EEG data was analyzed off-line, and the results were input to the SPSS16.0 statistical software for statistical analysis.
Through statistical analysis of the data, we can draw the following conclusions:
(1) the data of the ERPs component P600 related to the form acquisition show that the P600 wave amplitude of the non lexicalization words is obviously larger than the lexicalization words. This indicates that the lexicalization of the mother tongue has an effect on the incidental acquisition of the morphology of the two words, that is, the acquisition of the morphology of the non lexicalization words is superior to the lexical acquisition of the lexicalization words. The three stage model of the development of the lexical representation, The first stage is the form stage of vocabulary development. In this stage, there are only two word words in the two word words, namely the phonetic and morphological information of vocabulary. Therefore, lexicalization words and non lexicalization words can reach the formal stage of the development of lexical representation. The degree of acquisition of non lexical words is higher than that of lexicalization.
(2) the data of the ERPs component N400 related to the acquisition of meaning shows that the N400 wave amplitude of the non lexicalization words is obvious to the lexicalization words. This indicates that the lexicalization of the mother tongue has an effect on the incidental acquisition of the lexical meaning of the two language, that is, the acquisition of the meaning of the lexicalization is better than the form learning of the non lexicalization words. The three stage model of the development of the lexical representation, second At this stage, the word and meaning grammatical information of the mother tongue counterpart helps the development of the two language vocabulary at this stage. At this time, the lexicalization of the mother tongue causes the learners to learn non lexicalization words when they are learning non lexicalization words, and there is no corresponding native language in their mental lexicon, but there is no effect on lexicalization words. Therefore, lexicalization can reach the stage of vocabulary regulation in the development of lexical representation, thus reaching the final stage of the development of lexical representation, that is, the two language integration stage, but not the lexicalization words can not reach the first word stage and then influence the development of lexical representation.

【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H09

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