荷蘭語—英語—漢語三語者的心理詞典表征與三語概念通達(dá)模型構(gòu)建研究
發(fā)布時(shí)間：2018-08-05 20:27
【摘要】：心理語言學(xué)家在雙語者概念及詞匯表征共享還是獨(dú)立、連接強(qiáng)度對稱與否及概念通達(dá)路徑等問題上遠(yuǎn)未達(dá)成共識,而三語現(xiàn)象更為復(fù)雜,相關(guān)研究卻更少。且現(xiàn)有的三語現(xiàn)象相關(guān)研究中,尚未見以漢語為三語的研究,這與目前日益增長的對外漢語教學(xué)需求不相符。同時(shí),鮮見對“教學(xué)語言”這一三語現(xiàn)象有別于雙語現(xiàn)象獨(dú)特因素的探究。鑒于上述前人研究的不足,本論文以荷蘭語-英語-漢語三語者為研究對象,創(chuàng)新研究方法,回答三語者的心理詞典表征方式、三語概念通達(dá)路徑及教學(xué)語言在其中扮演角色的研究問題。同時(shí),比較擁有高低兩種漢語水平的三語者,以觀察心理詞典表征及三語概念通達(dá)的動態(tài)發(fā)展軌跡。此外,本研究建立動靜態(tài)結(jié)合的模型、為外語教學(xué)提供啟示,從而實(shí)現(xiàn)其在理論、研究方法及實(shí)際運(yùn)用層面的價(jià)值。對前人研究的詳盡綜述(包含對14個(gè)相關(guān)模型及前人研究方法的綜述)、對其局限性的掌握以及本論文的研究目標(biāo)等均影響研究方法的選擇。為獲得科學(xué)可信的結(jié)果,本論文采用了訪談、問卷與實(shí)驗(yàn)結(jié)合的方法。首先,訪談萊頓大學(xué)漢語專業(yè)教師,以期獲得潛在實(shí)驗(yàn)參與者的必要信息,并為設(shè)計(jì)更實(shí)際的語言學(xué)習(xí)歷史問卷及選擇更科學(xué)的三種語言版本實(shí)驗(yàn)材料做好準(zhǔn)備。之后發(fā)放語言學(xué)習(xí)歷史問卷,收集更多必要信息并據(jù)此招募最合適的實(shí)驗(yàn)參與者。系列實(shí)驗(yàn)一、二均運(yùn)用EPrime軟件呈現(xiàn)實(shí)驗(yàn)材料,分別探究荷蘭語-英語-漢語三語者的概念表征和詞匯表征。每個(gè)系列實(shí)驗(yàn)均有兩組共72名荷蘭語-英語-漢語三語者參與實(shí)驗(yàn),分組依據(jù)為漢語水平的高低。在每個(gè)系列實(shí)驗(yàn)的準(zhǔn)備階段再次發(fā)放相關(guān)問卷以利于最終確定合適的三種語言版本實(shí)驗(yàn)材料;真正的實(shí)驗(yàn)過程分為一系列測試步驟且每組的實(shí)驗(yàn)參與者又依據(jù)不同實(shí)驗(yàn)要求劃歸若干分組。簡而言之,本論文得出以下結(jié)論。第一,荷蘭語-英語-漢語三語者共享對三種語言共同概念成分的表征。概念層與詞匯層的連接強(qiáng)度順序與三語者語言熟練度順序一致。第二,荷蘭語-英語-漢語三語者獨(dú)立表征非同源的三種語言詞匯。詞匯層連接強(qiáng)度順序自強(qiáng)至弱依次為L1-L2連接,L2-L3連接以及L1-L3連接。第三,漢語水平高低不同的兩組荷蘭語-英語-漢語三語者區(qū)別在于詞匯層漢語表征的存儲量以及連接強(qiáng)度,而非連接是否存在。相較低漢語水平組,高漢語水平組的漢語詞匯表征擁有更大的存儲量且其概念和L3表征的連接及L1-L3連接也更強(qiáng)大。第四,語言熟練度及教學(xué)語言對荷蘭語-英語-漢語三語者的心理詞典表征和三語概念通達(dá)均產(chǎn)生影響。根據(jù)上述結(jié)論,本論文提出假設(shè)、建立模型,簡述如下。第一,隨三語水平發(fā)展的詞匯表征連接強(qiáng)度變化三階段假設(shè)認(rèn)為,在L2為L3教學(xué)語言時(shí),L2-L3連接強(qiáng)度在L3學(xué)習(xí)最初階段的很短時(shí)間內(nèi)快速增強(qiáng)到較高水平,在之后的兩個(gè)階段則緩慢增強(qiáng),且在最后一個(gè)階段最慢。與此相比,L1-L3連接強(qiáng)度在L3學(xué)習(xí)最初階段增長相對較緩,但在L3前兩個(gè)學(xué)習(xí)階段均保持著穩(wěn)定增強(qiáng),在最后一個(gè)階段同樣增速最緩。據(jù)此,本論文提出了將L2-L3連接強(qiáng)度與L1-L3連接強(qiáng)度區(qū)別可視化的拋物線模型。第二,動靜態(tài)結(jié)合的三語者心理詞典表征及三語概念通達(dá)全連通模型最突出的特征是,對于三語水平各異的三語者而言,其可能的連接和通道均為連通狀態(tài),而區(qū)別在于連接強(qiáng)度。同時(shí),上述發(fā)現(xiàn)和思考也得出以下啟示。第一,從心理語言學(xué)的角度,外語學(xué)習(xí)可被視作更新心理詞典的過程。第二,母語應(yīng)作為三語的教學(xué)語言。此外,應(yīng)增強(qiáng)相關(guān)意識,進(jìn)一步探索教學(xué)方法以培養(yǎng)更強(qiáng)的概念-L3連接、L2-L3與L1-L3連接。另外,本研究系列實(shí)驗(yàn)一在科學(xué)、客觀、可行三個(gè)標(biāo)準(zhǔn)上均有創(chuàng)新,可作為設(shè)計(jì)概念表征實(shí)驗(yàn)及其操作時(shí)的參考。本論文創(chuàng)新之處在于以下幾點(diǎn)。首先,首次對以漢語為三語的三語現(xiàn)象進(jìn)行心理語言學(xué)研究。其次,創(chuàng)新了對概念表征的實(shí)驗(yàn)探究方法。第三,提出三階段假設(shè)和拋物線模型,以期闡明在三語學(xué)習(xí)過程中二語作為教學(xué)語言的角色及其與一語角色的對比。第四,本文提出的全連通模型首次從動靜態(tài)兩方面詳細(xì)描述三語者心理詞典表征與三語概念通達(dá)。第五,所得結(jié)論對外語教學(xué)有指導(dǎo)價(jià)值,能進(jìn)一步提高對外漢語教學(xué)成效,促進(jìn)中國文化傳播。
[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.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：H09
本文編號：2166925
[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.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：H09
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