荷兰语—英语—汉语三语者的心理词典表征与三语概念通达模型构建研究

发布时间：2018-08-05 20:27

【摘要】：心理语言学家在双语者概念及词汇表征共享还是独立、连接强度对称与否及概念通达路径等问题上远未达成共识,而三语现象更为复杂,相关研究却更少。且现有的三语现象相关研究中,尚未见以汉语为三语的研究,这与目前日益增长的对外汉语教学需求不相符。同时,鲜见对“教学语言”这一三语现象有别于双语现象独特因素的探究。鉴于上述前人研究的不足,本论文以荷兰语-英语-汉语三语者为研究对象,创新研究方法,回答三语者的心理词典表征方式、三语概念通达路径及教学语言在其中扮演角色的研究问题。同时,比较拥有高低两种汉语水平的三语者,以观察心理词典表征及三语概念通达的动态发展轨迹。此外,本研究建立动静态结合的模型、为外语教学提供启示,从而实现其在理论、研究方法及实际运用层面的价值。对前人研究的详尽综述(包含对14个相关模型及前人研究方法的综述)、对其局限性的掌握以及本论文的研究目标等均影响研究方法的选择。为获得科学可信的结果,本论文采用了访谈、问卷与实验结合的方法。首先,访谈莱顿大学汉语专业教师,以期获得潜在实验参与者的必要信息,并为设计更实际的语言学习历史问卷及选择更科学的三种语言版本实验材料做好准备。之后发放语言学习历史问卷,收集更多必要信息并据此招募最合适的实验参与者。系列实验一、二均运用EPrime软件呈现实验材料,分别探究荷兰语-英语-汉语三语者的概念表征和词汇表征。每个系列实验均有两组共72名荷兰语-英语-汉语三语者参与实验,分组依据为汉语水平的高低。在每个系列实验的准备阶段再次发放相关问卷以利于最终确定合适的三种语言版本实验材料;真正的实验过程分为一系列测试步骤且每组的实验参与者又依据不同实验要求划归若干分组。简而言之,本论文得出以下结论。第一,荷兰语-英语-汉语三语者共享对三种语言共同概念成分的表征。概念层与词汇层的连接强度顺序与三语者语言熟练度顺序一致。第二,荷兰语-英语-汉语三语者独立表征非同源的三种语言词汇。词汇层连接强度顺序自强至弱依次为L1-L2连接,L2-L3连接以及L1-L3连接。第三,汉语水平高低不同的两组荷兰语-英语-汉语三语者区别在于词汇层汉语表征的存储量以及连接强度,而非连接是否存在。相较低汉语水平组,高汉语水平组的汉语词汇表征拥有更大的存储量且其概念和L3表征的连接及L1-L3连接也更强大。第四,语言熟练度及教学语言对荷兰语-英语-汉语三语者的心理词典表征和三语概念通达均产生影响。根据上述结论,本论文提出假设、建立模型,简述如下。第一,随三语水平发展的词汇表征连接强度变化三阶段假设认为,在L2为L3教学语言时,L2-L3连接强度在L3学习最初阶段的很短时间内快速增强到较高水平,在之后的两个阶段则缓慢增强,且在最后一个阶段最慢。与此相比,L1-L3连接强度在L3学习最初阶段增长相对较缓,但在L3前两个学习阶段均保持着稳定增强,在最后一个阶段同样增速最缓。据此,本论文提出了将L2-L3连接强度与L1-L3连接强度区别可视化的抛物线模型。第二,动静态结合的三语者心理词典表征及三语概念通达全连通模型最突出的特征是,对于三语水平各异的三语者而言,其可能的连接和通道均为连通状态,而区别在于连接强度。同时,上述发现和思考也得出以下启示。第一,从心理语言学的角度,外语学习可被视作更新心理词典的过程。第二,母语应作为三语的教学语言。此外,应增强相关意识,进一步探索教学方法以培养更强的概念-L3连接、L2-L3与L1-L3连接。另外,本研究系列实验一在科学、客观、可行三个标准上均有创新,可作为设计概念表征实验及其操作时的参考。本论文创新之处在于以下几点。首先,首次对以汉语为三语的三语现象进行心理语言学研究。其次,创新了对概念表征的实验探究方法。第三,提出三阶段假设和抛物线模型,以期阐明在三语学习过程中二语作为教学语言的角色及其与一语角色的对比。第四,本文提出的全连通模型首次从动静态两方面详细描述三语者心理词典表征与三语概念通达。第五,所得结论对外语教学有指导价值,能进一步提高对外汉语教学成效,促进中国文化传播。
[Abstract]:Psycholinguists are far from reaching consensus on whether the concept of bilinguals and the sharing or independence of lexical representation, the symmetry of the connection and the path of the concept of the concept are far from reaching consensus, but the three language phenomenon is more complex and the related research is less. In the current study of the existing three language phenomena, the study of Chinese as three is not yet seen, which is growing at present. The demand for teaching Chinese as a foreign language is not consistent. At the same time, it is rarely found that the 13 language phenomenon of "teaching language" is different from the unique factors of bilingual phenomenon. In view of the shortcomings of the previous studies, the thesis takes the Dutch - English - Chinese three language as the research object, the innovative research method, the psychological dictionary representation of the three language, and the three language. At the same time, this study compares the three speakers with two levels of Chinese language in order to observe the dynamic development track of the mental lexicon and the concept of three language. In addition, this study establishes a dynamic and static combination model to provide enlightenment for the teaching of foreign language, thus realizing its theory and research. The value of methods and practical application level. A detailed review of previous studies (including a summary of 14 related models and previous research methods), the grasp of its limitations and the research objectives of this paper affect the selection of research methods. In order to obtain scientific and credible results, this thesis adopts an interview, a combination of questionnaires and experiments. First, interview with the Chinese professional teachers of Leiden University in order to obtain the necessary information for potential participants, and prepare a more practical language learning history questionnaire and the selection of more scientific three language versions of the experimental materials. Then the language learning history questionnaire is issued to collect more necessary information and to recruit the most appropriate information. Experimental participants. A series of experiments one, two using EPrime software to present experimental materials, respectively, to explore the conceptual representation and lexical representation of the Dutch - English - Chinese three speakers. Each series of experiments had two groups of 72 Dutch - English - Chinese three participants in the experiment, and the group was based on the level of Chinese. In the preparation stage, the relevant questionnaires are issued again to facilitate the final determination of the appropriate three language versions of the experimental materials; the real experiment process is divided into a series of test steps and the experimental participants in each group are classified according to the different experimental requirements. In short, the following conclusions are drawn. First, the Dutch, English and Chinese three speakers are common. Share the common conceptual components of the three languages. The connection intensity sequence of the conceptual layer and the vocabulary layer is in the same order as the three language proficiency order. Second, the Dutch - English - Chinese three speakers independently represent the three language words of the non homologous. The lexical level connection intensity sequence is L1-L2 connection, L2-L3 connection and L1-L3 connection. Third, the difference between the two groups of Dutch - English - Chinese language three, which is different in Chinese level, lies in the amount of storage and connection intensity in the lexical level and the connection strength, but not the existence of connection. Compared with the low Chinese level group, the Chinese vocabulary representation of the high Chinese level group has greater storage and the connection of its concept and L3 representation and the connection of L1-L3. More powerful. Fourth, language proficiency and teaching language have an impact on the mental lexicon and three language concepts of Dutch, English and Chinese three. According to the above conclusions, this paper puts forward hypotheses and establishes a model. First, the three stage assumption that the intensity changes of lexical representation with the development of three language is the three stage hypothesis that the L2 is L In 3 teaching languages, the L2-L3 connection intensity is rapidly increased to a higher level in a short time in the initial stage of L3 learning and slowest in the last two stages, and the slowest at the last stage. Compared to this, the L1-L3 connection strength increases relatively slowly in the initial stage of the learning of L3, but it maintains a steady enhancement in the first two learning stages of L3. At the last stage, the same growth rate is the slowest. Accordingly, this paper proposes a parabolic model that distinguishes the L2-L3 connection strength from the L1-L3 connection strength. Second, the most prominent feature of the three language psycho dictionary representation and the three term full connectivity model of the dynamic and static combination is that for the three language with different three language levels, it can be used as the most prominent feature. The connection and channel are connected, and the difference lies in the strength of the connection. At the same time, the above discovery and thinking can also draw the following enlightenment. First, from the perspective of psycholinguistics, foreign language learning can be regarded as the process of renewing the psychological dictionary. Second, the mother tongue should be used as the teaching language of the three language. In addition, the related consciousness should be strengthened to further explore the teaching. Methods to cultivate a stronger concept -L3 connection, L2-L3 and L1-L3 connection. In addition, this study series of experiments on the scientific, objective and feasible three standards are innovative, can be used as a reference for the design concept characterization experiment and its operation. The innovation of this thesis lies in the following points. First, it is the first time to take the three language phenomenon in Chinese as the language of three. Secondly, the experimental exploration method for conceptual representation is innovated. Third, the three stage hypothesis and the parabolic model are proposed to clarify the role of two language as a teaching language and the comparison with the one in the course of three language learning. Fourth, this paper presents a detailed description of three in the two aspects of the first dynamic and static model. The psychological lexicon representation and the three language concept are accessible. Fifth, the conclusions are of guiding value to foreign language teaching, which can further improve the effectiveness of teaching Chinese as a foreign language and promote the spread of Chinese culture.
【学位授予单位】：上海外国语大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H09

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