汉—英—日三语者语义建构中跨语言影响的实证研究
发布时间：2018-12-15 01:38
【摘要】：语言习得是一个涉及多变量的复杂过程。随着全世界学习第三语言人数的增加,三语习得中的跨语言影响日益引起语言学家的关注,成为语言迁移研究的热点。在二语习得领域,母语语义的迁移现象得到了众多学者的关注,但对于二语学习者能否形成完善的二语语义系统,未有一致结论。对三语学习者来说,多种语言之间的影响无疑更加复杂,因此该问题吸引着愈来愈多学者的关注。语言习得和心理语言学领域多采用词汇联想、语义相似度评分等方式对语义迁移进行了探讨,并取得不同程度的成果。随着认知科学的发展,学者们逐渐倾向采用在线范式考察语义迁移,其中较为熟知的方式包括启动任务、图片命名、fMRI等,这些在线范式的应用为语义迁移研究提供了更加精准的实证支撑。本研究以中国高校日语专业学习者为研究对象,通过在线语义相关判断测试探讨迁移对三语者语义建构的跨语言影响。通过比较被试在同译词对和异译词对上的反应时及错误率的差异,以是否在反应时上出现同译效应为语义迁移的标志,试图探讨迁移对汉-英-日三语者语义建构的影响。研究结果表明：1)对于中国高校英语专业和日语专业学习者,其二语语义构建受母语语义迁移影响。在语义相关判断测试中,被试均在英语词对上产生了显著的同译效应,即在被试母语中有相同翻译词对的反应时明显快于具有不同翻译词对的反应时。2)对于中国高校的日语专业学习者,其三语语义建构受母语概念影响。在语义相关判断测试中,被试在中日同形的日语词对上产生了显著的同译效应,此时被试对母语中具有相同翻译词对的反应时明显快于具有不同翻译词对的反应时。3)对于中国高校日语专业学习者,其二语对三语语义建构的影响甚微。不论词对以中日同形词或者非同形词呈现,被试在反应时上均未出现同译效应,即在同译词对上的反应时并没有显著小于异译词对。4)同形效应影响三语词汇识别及语义建构。被试在中日同形词对上的反应时低于中日非同形词对,可见中日在字形上的相似程度对词对的辨别具有促进作用。同时,母语同译效应的出现受字形影响。当词对以中日同形的汉字形呈现时,被试在三语词对上出现了显著的母语同译效应：相反,当词对以中日非同形的片假名呈现时,被试在三语词对上并未出现母语同译效应。以上研究结果表明母语语义概念深刻地影响了二语及三语语义建构过程,而受字形及语言类型影响,二语对三语语义建构的影响甚微。根据研究结果,作者尝试提出了汉-英-日三语者形式-意义映射路径模型。在中国课堂环境下进行三语教学,首先要为学生提供充分的三语输入,其次要培养学生在三语学习中有意识地利用母语及二语正迁移,克服负迁移。
[Abstract]:Language acquisition is a complex process involving multiple variables. With the increase of the number of people learning a third language in the world, the cross-language influence in trilingual acquisition has attracted more and more attention from linguists and has become a hot topic in the field of language transfer. In the field of second language acquisition, the phenomenon of the transfer of mother tongue semantics has attracted many scholars' attention, but there is no consistent conclusion as to whether the second language learners can form a perfect second language semantic system. For trilingual learners, the influence of multilingualism is doubtless more complicated, so this problem attracts more and more scholars' attention. In the field of language acquisition and psycholinguistics, lexical association and semantic similarity scoring are used to study semantic transfer, and some results are obtained. With the development of cognitive science, scholars tend to use online paradigm to investigate semantic transfer. The familiar methods include priming task, image naming, fMRI, etc. The application of these online paradigms provides a more accurate empirical support for semantic transfer research. In this study, Japanese major learners in Chinese universities were studied to explore the cross-language effects of transfer on trilingual semantic construction through online semantic correlation judgment test. By comparing the difference of reaction time and error rate between the two pairs, this paper attempts to explore the influence of transfer on the semantic construction of Chinese-English-Japanese trilinguals by comparing whether or not the syntactic effect appears in the response time as a sign of semantic transfer. The results show that: 1) for Chinese college English majors and Japanese major learners, the second language semantic construction is influenced by native language semantic transfer. In the semantic correlation test, all the subjects had significant cotranslation effects on English word pairs. That is, the reaction time of the same translation word pair in the subjects' mother tongue is obviously faster than that with different translation word pairs. 2) for the Japanese major learners in Chinese universities, their trilingual semantic construction is influenced by the concept of mother tongue. In the semantic correlation judgment test, the subjects had a significant cotranslation effect on the Japanese word pairs of Chinese and Japanese homomorphism. At this time, the responses of the subjects to the same translation pairs in their mother tongue were significantly faster than those with different translation pairs. 3) for the Japanese major learners in Chinese universities, the second language has little effect on the semantic construction of the three languages. No matter whether the pairs of words were presented as Chinese or Japanese homographs or non-homographs, the subjects had no syntranslation effect in the reaction time. In other words, there is no significant difference in the response of the synonyms to the pairs of words. 4) homomorphism affects the lexical recognition and semantic construction of the three languages. The reaction time of Chinese and Japanese homographs was lower than that of Chinese and Japanese non-homographs, so the similarity between Chinese and Japanese was helpful to the recognition of Chinese and Japanese homographs. At the same time, the appearance of co-translation of mother tongue is influenced by glyph. When the word pairs were presented in the form of Chinese characters of Chinese and Japanese homomorphism, there was a significant mother tongue cotranslation effect on the three word pairs: on the contrary, when the word pairs were presented with Chinese and Japanese non-identical film pseudonyms, there was no mother tongue cotranslation effect on the three word pairs. The above results show that the semantic concept of mother tongue has a profound impact on the process of semantic construction of second and third languages, but the second language has little effect on semantic construction of three languages because of the influence of font shape and language type. Based on the results, the author attempts to propose a form-meaning mapping path model for Chinese, English and Japanese trilinguals. In order to carry out trilingual teaching in Chinese classroom environment, first of all, it is necessary to provide students with sufficient trilingual input, and secondly, to train students to make use of their mother tongue and positive transfer of second language to overcome negative transfer.
【学位授予单位】：东南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H09
，
本文编号：2379707
[Abstract]:Language acquisition is a complex process involving multiple variables. With the increase of the number of people learning a third language in the world, the cross-language influence in trilingual acquisition has attracted more and more attention from linguists and has become a hot topic in the field of language transfer. In the field of second language acquisition, the phenomenon of the transfer of mother tongue semantics has attracted many scholars' attention, but there is no consistent conclusion as to whether the second language learners can form a perfect second language semantic system. For trilingual learners, the influence of multilingualism is doubtless more complicated, so this problem attracts more and more scholars' attention. In the field of language acquisition and psycholinguistics, lexical association and semantic similarity scoring are used to study semantic transfer, and some results are obtained. With the development of cognitive science, scholars tend to use online paradigm to investigate semantic transfer. The familiar methods include priming task, image naming, fMRI, etc. The application of these online paradigms provides a more accurate empirical support for semantic transfer research. In this study, Japanese major learners in Chinese universities were studied to explore the cross-language effects of transfer on trilingual semantic construction through online semantic correlation judgment test. By comparing the difference of reaction time and error rate between the two pairs, this paper attempts to explore the influence of transfer on the semantic construction of Chinese-English-Japanese trilinguals by comparing whether or not the syntactic effect appears in the response time as a sign of semantic transfer. The results show that: 1) for Chinese college English majors and Japanese major learners, the second language semantic construction is influenced by native language semantic transfer. In the semantic correlation test, all the subjects had significant cotranslation effects on English word pairs. That is, the reaction time of the same translation word pair in the subjects' mother tongue is obviously faster than that with different translation word pairs. 2) for the Japanese major learners in Chinese universities, their trilingual semantic construction is influenced by the concept of mother tongue. In the semantic correlation judgment test, the subjects had a significant cotranslation effect on the Japanese word pairs of Chinese and Japanese homomorphism. At this time, the responses of the subjects to the same translation pairs in their mother tongue were significantly faster than those with different translation pairs. 3) for the Japanese major learners in Chinese universities, the second language has little effect on the semantic construction of the three languages. No matter whether the pairs of words were presented as Chinese or Japanese homographs or non-homographs, the subjects had no syntranslation effect in the reaction time. In other words, there is no significant difference in the response of the synonyms to the pairs of words. 4) homomorphism affects the lexical recognition and semantic construction of the three languages. The reaction time of Chinese and Japanese homographs was lower than that of Chinese and Japanese non-homographs, so the similarity between Chinese and Japanese was helpful to the recognition of Chinese and Japanese homographs. At the same time, the appearance of co-translation of mother tongue is influenced by glyph. When the word pairs were presented in the form of Chinese characters of Chinese and Japanese homomorphism, there was a significant mother tongue cotranslation effect on the three word pairs: on the contrary, when the word pairs were presented with Chinese and Japanese non-identical film pseudonyms, there was no mother tongue cotranslation effect on the three word pairs. The above results show that the semantic concept of mother tongue has a profound impact on the process of semantic construction of second and third languages, but the second language has little effect on semantic construction of three languages because of the influence of font shape and language type. Based on the results, the author attempts to propose a form-meaning mapping path model for Chinese, English and Japanese trilinguals. In order to carry out trilingual teaching in Chinese classroom environment, first of all, it is necessary to provide students with sufficient trilingual input, and secondly, to train students to make use of their mother tongue and positive transfer of second language to overcome negative transfer.
【学位授予单位】：东南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H09
，
本文编号：2379707
本文链接：https://www.wllwen.com/wenyilunwen/yuyanxuelw/2379707.html
