摘要
本研究考察了句子语境中知觉特征和动作情景信息对汉语二语学习者伴随性词汇习得的影响。实验中,首先让被试通过自定速阅读学习三类语境条件下的生词,然后采用语义启动范式和真假词判断任务测试生词掌握情况。统计分析发现,在描述动作情景的语境下,学习者对与目标生词存在主题或类别语义关系的词语的反应时要快于语义无关条件,而在描述知觉特征的语境和中性语境中均没有出现上述启动效应。研究结果表明:(1)语境对伴随性词汇习得的影响存在内部差异,描述动作情景的语境比描述知觉特征的语境更能促进词汇学习;(2)伴随性词汇习得能促进二语者建立生词与已有词汇知识之间的主题或类别语义联系。
The current study explores the influence of perceptual features and descriptive episodes of sentence contexts on L2 Chinese learners’incidental vocabulary acquisition.Participants were exposed to target novel words embedded in sentence contexts providing different types of semantic cues through self-paced reading.Their initial vocabulary knowledge was measured through the semantic priming paradigm,using a lexical decision task.Mixed-effects modeling revealed that reaction time for taxonomically related and thematically related targets was faster relative to that for semantically unrelated targets,when the novel words were encountered in episodic contexts.However,for sentence contexts describing perceptual features,no priming effects were detected.Such results indicate:(1)different types of semantic information provided by sentence contexts contribute to word learning differently,with sentence contexts describing episodes facilitating second language learners’inference of word meanings better than those illustrating perceptual features of target novel words;(2)under incidental vocabulary learning conditions,L2 learners can relate novel words to already acquired words through taxonomic or thematic relations,given only one exposure.
作者
王玮琦
易维
鹿士义
Wang Weiqi;Yi Wei;Lu Shiyi
出处
《世界汉语教学》
CSSCI
北大核心
2021年第3期392-405,共14页
Chinese Teaching in the World
关键词
伴随性词汇习得
语境类型
自定速阅读
语义启动
incidental vocabulary acquisition
context type
self-paced reading
semantic priming
