【摘要】：語言的交際離不開詞語,而且詞匯知識的學(xué)習(xí)和使用會一直伴隨學(xué)習(xí)者一生,因此詞匯知識的習(xí)得在二語習(xí)得中顯得尤為重要。詞匯知識包括多個層面,如不僅包括詞語靜態(tài)的形式(即讀音、詞形)和詞義,還包括詞語的句法特征(詞性、功能)、搭配關(guān)系、使用頻率、詞語關(guān)系、語用條件等。其中,建立詞語之間的聯(lián)想關(guān)系以及知道一個詞常和哪些詞相伴出現(xiàn)是詞匯知識的重要組成部分。本文運(yùn)用有限制的詞匯聯(lián)想實(shí)驗(yàn),選取了36個動作動詞和36個心理動詞,并按照頻率分為高頻和低頻兩組,分別對漢語母語者、漢語作為第二語言的學(xué)習(xí)者進(jìn)行了限制搭配類型的詞匯聯(lián)想測試。通過對實(shí)驗(yàn)結(jié)果的統(tǒng)計分析,得出如下結(jié)論:(1)聯(lián)想強(qiáng)度和聯(lián)想共性代表的是被試聯(lián)想反應(yīng)的集中程度和一致性,二者往往是一致的,即聯(lián)想強(qiáng)度高的刺激詞其聯(lián)想詞的共性也大。聯(lián)想異質(zhì)程度表現(xiàn)的是聯(lián)想詞分布的離散程度,也就是聯(lián)想差異,因此往往和聯(lián)想強(qiáng)度和共性相反。我們的實(shí)驗(yàn)結(jié)果也證明了這一點(diǎn)。(2)對于漢語母語者來說,動作動詞和心理動詞在動賓、動補(bǔ)、狀中三種搭配上的聯(lián)想強(qiáng)度和共性差異不顯著。在異質(zhì)程度上:狀中動賓動補(bǔ)(后兩者差異不顯著);心理動詞高于動作動詞;高頻詞和低頻詞的各項(xiàng)搭配聯(lián)想量之間無顯著差異。(3)對于漢語學(xué)習(xí)者來說,聯(lián)想強(qiáng)度和共性由高到低的順序?yàn)?中級高級,狀中動補(bǔ)動賓(前兩者差異不顯著),低頻詞高頻詞;聯(lián)想異質(zhì)程度恰好相反:高級中級,動賓動補(bǔ)和狀中(后兩者差異不顯著),高頻詞低頻詞。(4)二語者漢語熟練水平與詞匯聯(lián)想有一定的聯(lián)系:熟練水平與聯(lián)想強(qiáng)度和共性呈負(fù)相關(guān),即隨著漢語水平的提高,聯(lián)想強(qiáng)度和聯(lián)想共性都隨之降低并更接近母語者的水平;但這種發(fā)展不是直線型的,在聯(lián)想異質(zhì)程度上,高級水平的學(xué)習(xí)者出現(xiàn)了反復(fù)(異質(zhì)程度高于母語者)。因此我們認(rèn)為二語者目的語的熟練水平與詞匯聯(lián)想有一定的聯(lián)系,隨著熟練水平的提高,二語者的詞匯聯(lián)想反應(yīng)逐漸向母語者接近,但同時中間又有波折和反復(fù)。
[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.
【學(xué)位授予單位】：北京語言大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H19

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本文編號：2378373