汉语母语者和二语者动词限制性词汇联想研究
发布时间：2018-12-14 09:23
【摘要】：语言的交际离不开词语,而且词汇知识的学习和使用会一直伴随学习者一生,因此词汇知识的习得在二语习得中显得尤为重要。词汇知识包括多个层面,如不仅包括词语静态的形式(即读音、词形)和词义,还包括词语的句法特征(词性、功能)、搭配关系、使用频率、词语关系、语用条件等。其中,建立词语之间的联想关系以及知道一个词常和哪些词相伴出现是词汇知识的重要组成部分。本文运用有限制的词汇联想实验,选取了36个动作动词和36个心理动词,并按照频率分为高频和低频两组,分别对汉语母语者、汉语作为第二语言的学习者进行了限制搭配类型的词汇联想测试。通过对实验结果的统计分析,得出如下结论:(1)联想强度和联想共性代表的是被试联想反应的集中程度和一致性,二者往往是一致的,即联想强度高的刺激词其联想词的共性也大。联想异质程度表现的是联想词分布的离散程度,也就是联想差异,因此往往和联想强度和共性相反。我们的实验结果也证明了这一点。(2)对于汉语母语者来说,动作动词和心理动词在动宾、动补、状中三种搭配上的联想强度和共性差异不显著。在异质程度上:状中动宾动补(后两者差异不显著);心理动词高于动作动词;高频词和低频词的各项搭配联想量之间无显著差异。(3)对于汉语学习者来说,联想强度和共性由高到低的顺序为:中级高级,状中动补动宾(前两者差异不显著),低频词高频词;联想异质程度恰好相反:高级中级,动宾动补和状中(后两者差异不显著),高频词低频词。(4)二语者汉语熟练水平与词汇联想有一定的联系:熟练水平与联想强度和共性呈负相关,即随着汉语水平的提高,联想强度和联想共性都随之降低并更接近母语者的水平;但这种发展不是直线型的,在联想异质程度上,高级水平的学习者出现了反复(异质程度高于母语者)。因此我们认为二语者目的语的熟练水平与词汇联想有一定的联系,随着熟练水平的提高,二语者的词汇联想反应逐渐向母语者接近,但同时中间又有波折和反复。
[Abstract]:Language communication is inseparable from words, and the study and use of lexical knowledge will accompany learners all their lives, so the acquisition of lexical knowledge is particularly important in second language acquisition. Lexical knowledge includes not only the static forms (i.e. pronunciation, morphology) and meaning of words, but also the syntactic features (part of speech, function), collocation, frequency of use, word relations, pragmatic conditions and so on. Among them, it is an important component of lexical knowledge to establish associative relationship between words and to know which words often appear with each other. In this study, 36 action verbs and 36 psychological verbs were selected and divided into high frequency and low frequency groups, respectively. Learners of Chinese as a second language conducted a lexical association test to limit collocation types. Through the statistical analysis of the experimental results, the following conclusions are drawn: (1) the association intensity and association commonness represent the concentration and consistency of the associative reaction of the subjects, and the two are always the same. That is to say, the stimulus words with high associative intensity also have great commonness of associative words. The degree of association heterogeneity shows the dispersion of the distribution of associative words, that is, the difference of association, so it is often contrary to the intensity and commonness of association. Our experimental results also prove this point. (2) for Chinese native speakers, there is no significant difference in the associative strength and commonness between action verbs and psychological verbs in the three collocations: verb-object, verb-complement, and verb-complement. In the degree of heterogeneity: verb-object verb complement (the difference between the latter two is not significant), psychological verb is higher than action verb; (3) for Chinese learners, the order of association strength and commonness from high to low is: intermediate and advanced, middle motion complement verb-object (no significant difference between the former two). Low frequency words and high frequency words; The degree of association heterogeneity is just the opposite: at the senior middle level, verb-object dynamic complement and middle character (the latter two have no significant difference), (4) the proficiency level of the second language is related to the association of words: the proficiency level is negatively related to the association strength and commonness, that is, with the improvement of the Chinese level, there is a negative correlation between the proficiency level and the association strength and commonness, that is, with the improvement of the Chinese level, The association intensity and association commonness are both reduced and closer to the native language level; However, this development is not linear, in the degree of associative heterogeneity, the advanced level of learners repeated (the degree of heterogeneity is higher than native speakers). Therefore, we think that the proficiency level of the target language of the second language is related to the association of words to some extent. With the improvement of the proficiency level, the reaction of the second language target language association is gradually closer to that of the native speaker, but there are twists and turns in the middle.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H19
[Abstract]:Language communication is inseparable from words, and the study and use of lexical knowledge will accompany learners all their lives, so the acquisition of lexical knowledge is particularly important in second language acquisition. Lexical knowledge includes not only the static forms (i.e. pronunciation, morphology) and meaning of words, but also the syntactic features (part of speech, function), collocation, frequency of use, word relations, pragmatic conditions and so on. Among them, it is an important component of lexical knowledge to establish associative relationship between words and to know which words often appear with each other. In this study, 36 action verbs and 36 psychological verbs were selected and divided into high frequency and low frequency groups, respectively. Learners of Chinese as a second language conducted a lexical association test to limit collocation types. Through the statistical analysis of the experimental results, the following conclusions are drawn: (1) the association intensity and association commonness represent the concentration and consistency of the associative reaction of the subjects, and the two are always the same. That is to say, the stimulus words with high associative intensity also have great commonness of associative words. The degree of association heterogeneity shows the dispersion of the distribution of associative words, that is, the difference of association, so it is often contrary to the intensity and commonness of association. Our experimental results also prove this point. (2) for Chinese native speakers, there is no significant difference in the associative strength and commonness between action verbs and psychological verbs in the three collocations: verb-object, verb-complement, and verb-complement. In the degree of heterogeneity: verb-object verb complement (the difference between the latter two is not significant), psychological verb is higher than action verb; (3) for Chinese learners, the order of association strength and commonness from high to low is: intermediate and advanced, middle motion complement verb-object (no significant difference between the former two). Low frequency words and high frequency words; The degree of association heterogeneity is just the opposite: at the senior middle level, verb-object dynamic complement and middle character (the latter two have no significant difference), (4) the proficiency level of the second language is related to the association of words: the proficiency level is negatively related to the association strength and commonness, that is, with the improvement of the Chinese level, there is a negative correlation between the proficiency level and the association strength and commonness, that is, with the improvement of the Chinese level, The association intensity and association commonness are both reduced and closer to the native language level; However, this development is not linear, in the degree of associative heterogeneity, the advanced level of learners repeated (the degree of heterogeneity is higher than native speakers). Therefore, we think that the proficiency level of the target language of the second language is related to the association of words to some extent. With the improvement of the proficiency level, the reaction of the second language target language association is gradually closer to that of the native speaker, but there are twists and turns in the middle.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H19
【参考文献】
相关博士学位论文 前1条
1 申修瑛;现代汉语词语搭配研究[D];复旦大学;2007年
相关硕士学位论文 前4条
1 崔亚丽;泰国学生汉语习得中状语语序偏误研究及其教学策略[D];山东大学;2010年
2 白星v，
本文编号：2378373
本文链接：https://www.wllwen.com/wenyilunwen/yuyanyishu/2378373.html
