外语学习者同译词学习“同时僵化”假设
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摘要
同译词是跨语言的一种特殊现象,也是外语词汇教与学的一个难点。本研究基于前人成果提出了外语学习者同译词学习"同时僵化"假设,并开展了"反应时"和"脑电"两项实验来验证该假设。结果表明,中国英语专业研究生学习者对英语同译词的学习确实发生了僵化,究其原因,可能是同译词语义差异凸显度低、语境化的输入不足、共享的母语对译词语义长期占据着同译词心理词条中的语义插槽,同时阻碍了几个同译词自主语义信息的发展所致。
Same-translation words(STW),as a special cross-linguistic phenomenon,have posed a challenge to the teaching and learning of FL vocabulary. By capitalizing on previous studies,the present research proposed the Same-translation Word Simultaneous Fossilization Hypothesis(STWSFH) and conducted an RT and an ERPs experiment separately to test the hypothesis. The results of both experiments lend support to STWSFH in that fossilization did occur in the process of the Chinese English major postgraduate's learning of English same–translation words. It is presumed that the combination of the low semantic difference saliency of the same-translation pair/set,inadequate contextualized exposure,and the occupation of the semantic slots in the mental lexical entry of Same–translation Word A and B by the semantics of L1 translation equivalents make it difficult for learners to build their own semantic information and consequently lead to lexical fossilization.
Same-translation words(STW),as a special cross-linguistic phenomenon,have posed a challenge to the teaching and learning of FL vocabulary. By capitalizing on previous studies,the present research proposed the Same-translation Word Simultaneous Fossilization Hypothesis(STWSFH) and conducted an RT and an ERPs experiment separately to test the hypothesis. The results of both experiments lend support to STWSFH in that fossilization did occur in the process of the Chinese English major postgraduate's learning of English same–translation words. It is presumed that the combination of the low semantic difference saliency of the same-translation pair/set,inadequate contextualized exposure,and the occupation of the semantic slots in the mental lexical entry of Same–translation Word A and B by the semantics of L1 translation equivalents make it difficult for learners to build their own semantic information and consequently lead to lexical fossilization.
引文
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Brouwer,H.,H.Fitz&J.Hoeks.2012.Getting real about semantic illusions:Rethinking the functional role of the P600 in language comprehension[J].Brain Research 1446:127-143.
Degani,T.&N.Tokowicz.2013.Cross-language influences:Translation status affects intraword sense relatedness[J].Memory and Cognition 41:1046-1064.
De Groot,A.1992.Bilingual lexicon representation:A closer look at conceptual representations[A].In R.Frost&L.Katz(eds.).Orthography,Phonology,Morphology and Meaning[C].Amsterdam:Elsevier.389-412.
Elston-Güttler,K.,S.Paulmann&S.Kotz.2005.Who’s in control?Proficiency and L1 influence on L2 processing[J].Journal of Cognitive Neuroscience 17:1593-1610.
Friederici,A.2004.Event-related brain potential studies in language[J].Current Neurology and Neuroscience Reports 4:466-470.
Herten,V.,H.Kolk&D.Chwilla.2005.An ERP study of P600 effects elicited by semantic anomalies[J].Cognitive Brain Research 22:241-255.
Jiang,N.2000.Lexical representation and development in a second language[J].Applied Linguistics 21:47-77.
Jiang,N.2004.Semantic transfer and its implications for vocabulary teaching in a second language[J].The Modern Language Journal 88:416-432.
Kutas,M.&S.Hillyard.1980.Reading senseless sentences:Brain potentials reflect semantic incongruity[J].Science 207:203-205.
Laufer,B.&P.Nation.1999.A vocabulary-size test of controlled productive ability[J].Language Testing 16:33-51.
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Masrai,A.&J.Milton.2015.An investigation of the relationship between L1 lexical translation equivalence and L2 vocabulary acquisition[J].International Journal of English Linguistics 5:1-7.
Meara,P.1990.A note on passive vocabulary[J].Second Language Research 6:150-154.
Nation,P.2001.Learning Vocabulary in Another Language[M].Cambridge:CUP.
Paribakht,T.&M.Wesche.1993.Reading comprehension and second language development in a comprehension-based ESL program[J].TESL Canada Journal 11:9-29.
Saji,N.&M.Imai.2013.Evolution of verb meanings in children and L2 adult learners through reorganization of an entire semantic domain:The case of Chinese Carry/Hold verbs[J].Scientific Studies of Reading 17:71-88.
Saji,N.,M.Imai,H.Saalbach,Y.Zhang,H.Shu&H.Okada.2011.Word learning does not end at fast-mapping:Evolution of verb meanings through reorganization of an entire semantic domain[J].Cognition 118:45-61.
Vanniarajan,S.1997.An interactive model of vocabulary acquisition[J].Applied Language Learning 8:183-216.
崔艳嫣、刘振前,2011,第二语言词汇语义自主性发展研究[J],《外语教学》(5):39-42。
洪炜,2012,汉语二语者近义词语义差异与句法差异的习得研究[J],《语言教学与研究》(3):18-26。
姜孟,2007,第二语言词汇习得形式--意义映射:争议与思考[J],《当代语言学》(1):52-67。
姜孟、周清,2015.语言概念能力假设与外语学习者的“隐性不地道现象”[J],《外语与外语教学》,(4):43-49。
苏英霞,2000,同译词辨析的几种方法[J],《汉语学习》(2):60-62。
孙蓝,2003,第二语言词汇习得中词汇知识的研究[J],《当代语言学》(4):350-358。
王初明,2003,补缺假设与外语学习[J],《外语学刊》(1):1-5。
王初明,2007,论外语学习的语境[J],《外语教学与研究》(3):190-197。
王端乐、李妮、陈宝国,2010,句子加工中的语义P600效应[J],《心理科学进展》(4):545-552。
阎德早,1987,同“译”词教学初探[J],《世界汉语教学》(2):42-44。
张萍,2016,中国英语学习者心理词汇语义加工中的同译效应[J],《外语教学与研究》(3):382-395。
张萍、王海啸,2006,国内二语词汇习得概述[J],《解放军外国语学院学报》(4):44-47。
张文嘉、陈晓、樊阳、黄健、王穗苹,2015,语义整合的早期加工:来自ERPs的证据[J],《心理科学》(2):303-308。
Brouwer,H.,H.Fitz&J.Hoeks.2012.Getting real about semantic illusions:Rethinking the functional role of the P600 in language comprehension[J].Brain Research 1446:127-143.
Degani,T.&N.Tokowicz.2013.Cross-language influences:Translation status affects intraword sense relatedness[J].Memory and Cognition 41:1046-1064.
De Groot,A.1992.Bilingual lexicon representation:A closer look at conceptual representations[A].In R.Frost&L.Katz(eds.).Orthography,Phonology,Morphology and Meaning[C].Amsterdam:Elsevier.389-412.
Elston-Güttler,K.,S.Paulmann&S.Kotz.2005.Who’s in control?Proficiency and L1 influence on L2 processing[J].Journal of Cognitive Neuroscience 17:1593-1610.
Friederici,A.2004.Event-related brain potential studies in language[J].Current Neurology and Neuroscience Reports 4:466-470.
Herten,V.,H.Kolk&D.Chwilla.2005.An ERP study of P600 effects elicited by semantic anomalies[J].Cognitive Brain Research 22:241-255.
Jiang,N.2000.Lexical representation and development in a second language[J].Applied Linguistics 21:47-77.
Jiang,N.2004.Semantic transfer and its implications for vocabulary teaching in a second language[J].The Modern Language Journal 88:416-432.
Kutas,M.&S.Hillyard.1980.Reading senseless sentences:Brain potentials reflect semantic incongruity[J].Science 207:203-205.
Laufer,B.&P.Nation.1999.A vocabulary-size test of controlled productive ability[J].Language Testing 16:33-51.
Levelt,W.1989.Speaking:From Intention to Articulation[M].Cambridge,MA.:The MIT Press.
Masrai,A.&J.Milton.2015.An investigation of the relationship between L1 lexical translation equivalence and L2 vocabulary acquisition[J].International Journal of English Linguistics 5:1-7.
Meara,P.1990.A note on passive vocabulary[J].Second Language Research 6:150-154.
Nation,P.2001.Learning Vocabulary in Another Language[M].Cambridge:CUP.
Paribakht,T.&M.Wesche.1993.Reading comprehension and second language development in a comprehension-based ESL program[J].TESL Canada Journal 11:9-29.
Saji,N.&M.Imai.2013.Evolution of verb meanings in children and L2 adult learners through reorganization of an entire semantic domain:The case of Chinese Carry/Hold verbs[J].Scientific Studies of Reading 17:71-88.
Saji,N.,M.Imai,H.Saalbach,Y.Zhang,H.Shu&H.Okada.2011.Word learning does not end at fast-mapping:Evolution of verb meanings through reorganization of an entire semantic domain[J].Cognition 118:45-61.
Vanniarajan,S.1997.An interactive model of vocabulary acquisition[J].Applied Language Learning 8:183-216.
崔艳嫣、刘振前,2011,第二语言词汇语义自主性发展研究[J],《外语教学》(5):39-42。
洪炜,2012,汉语二语者近义词语义差异与句法差异的习得研究[J],《语言教学与研究》(3):18-26。
姜孟,2007,第二语言词汇习得形式--意义映射:争议与思考[J],《当代语言学》(1):52-67。
姜孟、周清,2015.语言概念能力假设与外语学习者的“隐性不地道现象”[J],《外语与外语教学》,(4):43-49。
苏英霞,2000,同译词辨析的几种方法[J],《汉语学习》(2):60-62。
孙蓝,2003,第二语言词汇习得中词汇知识的研究[J],《当代语言学》(4):350-358。
王初明,2003,补缺假设与外语学习[J],《外语学刊》(1):1-5。
王初明,2007,论外语学习的语境[J],《外语教学与研究》(3):190-197。
王端乐、李妮、陈宝国,2010,句子加工中的语义P600效应[J],《心理科学进展》(4):545-552。
阎德早,1987,同“译”词教学初探[J],《世界汉语教学》(2):42-44。
张萍,2016,中国英语学习者心理词汇语义加工中的同译效应[J],《外语教学与研究》(3):382-395。
张萍、王海啸,2006,国内二语词汇习得概述[J],《解放军外国语学院学报》(4):44-47。
张文嘉、陈晓、樊阳、黄健、王穗苹,2015,语义整合的早期加工:来自ERPs的证据[J],《心理科学》(2):303-308。