從上世紀(jì)五十年代起,雙語(yǔ)現(xiàn)象以及多語(yǔ)現(xiàn)象已經(jīng)引起語(yǔ)言學(xué)、心理學(xué)、神經(jīng)學(xué)、認(rèn)知學(xué)等領(lǐng)域內(nèi)學(xué)者們的廣泛關(guān)注。學(xué)者們致力于探究雙語(yǔ)者的兩種語(yǔ)言在其心理詞典中如何表征。目前基本達(dá)成共識(shí)的是:雙語(yǔ)者的心理詞典分為概念表征層和詞匯表征層,概念表征層雙語(yǔ)共享,詞匯表征層雙語(yǔ)獨(dú)立存儲(chǔ)。對(duì)于概念表征層和詞匯表征層如何連接（即語(yǔ)義通達(dá)問題）,學(xué)者們也提出諸多理論模型,其中最為經(jīng)典的三種模型是詞匯連接模型（Potter,Eckardt,&Feldman,1984）、概念調(diào)節(jié)模型（Potter,et al,1984）和修正層級(jí)模型（Kroll&Stewart,1994）。對(duì)三語(yǔ)語(yǔ)義通達(dá)機(jī)制的探索建立在雙語(yǔ)通達(dá)機(jī)制的研究成果之上,但是由于諸多原因至今尚未取得令人滿意的研究結(jié)果。首先,雙語(yǔ)之間的交互作用已經(jīng)很復(fù)雜,三語(yǔ)的加入使這種交互作用變得加倍復(fù)雜,也給相應(yīng)的研究增加了難度。其次,目前的研究未取得一致的研究成果,尤其針對(duì)一語(yǔ)和二語(yǔ)對(duì)三語(yǔ)的交互作用,主要有三種觀點(diǎn):一語(yǔ)在三語(yǔ)通達(dá)語(yǔ)義時(shí)起絕對(duì)作用;二語(yǔ)發(fā)揮主導(dǎo)作用;一語(yǔ)和二語(yǔ)同時(shí)發(fā)揮作用。研究結(jié)果不盡一致,究其原因主要是因?yàn)槿Z(yǔ)通達(dá)模型受到諸多因素... 

【文章來源】：蘭州大學(xué)甘肅省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：114 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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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