摘要
从二语学习者对词汇辨识,乃至文章理解存有差异。本文以心理词库的储存与提取之间的关系为理论基础,通过词汇判断作业,探讨影响二语学习者词汇提取的因素。影响二语词汇提取的因素除词频效应、词汇性效应、语义性效应及语境效应外还有模式效应。Morton的词汇发生模型能合理地解释我们发现的词汇提取模式效应。本研究的意义在于一方面从理论上进一步探讨了二语词汇提取的心理过程,另一方面对解读二语教学中听力能力发展相对滞后现象并采取相应的对策有一定启示。
Based on our observation that second language (L2) learners are likely to encounter more difficulties in listening than in reading concerning either the recognition of lexical entries or the comprehension of passages, this paper explores, through lexical decision tasks, the factors that might influence L2 lexical access within the theoretical framework of the relationship between lexical store and access in the mental lexicon. It is found that modality effect, aside from frequency effect, lexicality effect, semanticity effect, and context effect, is another factor that affects L2 lexical access. Morton's logogen model is able to well explain the very effect. Significance of the study rests in its further theoretical exploration of the mental processes involved in L2 lexical access on the one hand, and its implications on the understanding of L2 learners' less developed listening ability as compared to their reading ability as well as corresponding countermeasures that should be taken on the other hand.
出处
《中国外语》
2006年第3期45-49,53,共6页
Foreign Languages in China
关键词
词汇提取
模式效应
lexical access
modality effect
