藏-汉-英三语者语义通达机制研究

发布时间：2020-12-17 15:41

　　从上世纪五十年代起,双语现象以及多语现象已经引起语言学、心理学、神经学、认知学等领域内学者们的广泛关注。学者们致力于探究双语者的两种语言在其心理词典中如何表征。目前基本达成共识的是:双语者的心理词典分为概念表征层和词汇表征层,概念表征层双语共享,词汇表征层双语独立存储。对于概念表征层和词汇表征层如何连接（即语义通达问题）,学者们也提出诸多理论模型,其中最为经典的三种模型是词汇连接模型（Potter,Eckardt,&Feldman,1984）、概念调节模型（Potter,et al,1984）和修正层级模型（Kroll&Stewart,1994）。对三语语义通达机制的探索建立在双语通达机制的研究成果之上,但是由于诸多原因至今尚未取得令人满意的研究结果。首先,双语之间的交互作用已经很复杂,三语的加入使这种交互作用变得加倍复杂,也给相应的研究增加了难度。其次,目前的研究未取得一致的研究成果,尤其针对一语和二语对三语的交互作用,主要有三种观点:一语在三语通达语义时起绝对作用;二语发挥主导作用;一语和二语同时发挥作用。研究结果不尽一致,究其原因主要是因为三语通达模型受到诸多因素... 

【文章来源】：兰州大学甘肃省 211工程院校 985工程院校 教育部直属院校

【文章页数】：114 页

【学位级别】：硕士

【文章目录】：
Acknowledgments
Abstract
Abstract（in Chinese）
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of this Study
    1.3 Significance of this Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Bilingualism and Trilingualism
        2.1.1 Bilingualism
        2.1.2 Trilingualism
    2.2 Bilingual Lexical Representation
        2.2.1 Separation of the Conceptual and Lexical Representation
        2.2.2 One Lexicon or Two Lexicons for Bilinguals
    2.3 Bilingual Semantic Access Model
    2.4 Hypotheses and Studies Concerning Trilingualism
        2.4.1 Indirect Link between Low-proficient L3 Words and the Concept
        2.4.2 An Indirect Link via L1 or L2 or Both
    2.5 Factors Affecting the Connection between L3 Words and the Concept
    2.6 Study of Cui& Zhang（2009）
Chapter Three Method
    3.1 Research Questions
    3.2 Participants
    3.3 Research Design
    3.4 Stimuli
        3.4.1 Formal Stimuli
        3.4.2 Supplementary Stimuli
        3.4.3 Distribution of Stimuli in Every Experiment
    3.5 Instrument
    3.6 Procedure
    3.7 Analytical Method
Chapter Four Results
    4.1 Results of Experiment1
        4.1.1 Results of Experiment1a
        4.1.2 Results of Experiment1b
        4.1.3 Comparing Results of Experiment1a and Experiment1b
    4.2 Results of Experiment2
        4.2.1 Results of Experiment2a
        4.2.2 Results of Experiment2b
        4.2.3 Comparing Results of Experiment2a and Experiment2b
    4.3 Results of Experiment3
        4.3.1 Results of Experiment3a
        4.3.2 Results of Experiment3b
        4.3.3 Comparing Results of Experiment3a and Experiment3b
    4.4 Results of Experiment4
        4.4.1 Results of Experiment4a
        4.4.2 Results of Experiment4b
        4.4.3 Comparing Results of Experiment4a and Experiment4b
    4.5 Summary of the Results
Chapter Five Discussion
    5.1 Discussion of the CMC Experiments
        5.1.1 The Way CMC Participants Connect L1 Words with the Concept
        5.1.2 The Way CMC Participants Connect L2 Words with the Concept
        5.1.3 The Way CMC Participants Connect L3 Words with the Concept
        5.1.4 Semantic Access Model of the CMC Participants
        5.1.5 Comparison with the Study of Cui& Zhang（2009）
    5.2 Discussion of the TMC Experiments
        5.2.1 The Way TMC Participants Connect L1 Words with the Concept
        5.2.2 The Way TMC Participants Connect L2 Words with the Concept
        5.2.3 The Way TMC Participants Connect L3 Words with the Concept
        5.2.4 Semantic Access Model of the TMC Participants
    5.3 General Discussion
        5.3.1 Factors Affecting the CMC and TMC Semantic Access Models
        5.3.2 Implications of this Study
Chapter Six Conclusion and Recommendation
    6.1 Principle Findings
    6.2 Limitations and Future Research
References
Appendices
    Appendix A Language Background Questionnaire
    Appendix B Language Proficiency Questionnaire
    Appendix C Formal Stimuli
    Appendix D Supplementary Stimuli
Publications of the Author


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