第二语言词汇习得的形态加工研究
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摘要
二语词汇的形态是二语词汇习得中的重要研究内容,也是二语词汇习得研究中词汇的一个重要变量。二语词汇的视觉信息加工过程非常复杂,不同的词汇形态会导致不同的加工方式,从而产生不同的学习效果,形态效应广泛存在于二语词汇习得中,对不同水平的学习者作用各不相同。二语词汇形态的相似处、派生词与屈折词的加工等方面都是二语词汇习得研究的热点。除了二语词汇本身是一个多水平变量,二语词汇学习的效果也受到语言学习本身的综合影响,因此,词频、词汇输入的增显、单词象形等其他因素在词汇研究中也是重点研究的对象,词汇的多模态输入也会影响到二语词汇形态的加工。
The morphology of L2 vocabulary is an important research object and an essential variate in L2 vocabulary learning. The processing of visual input information of L2 vocabulary is quite complex. Differences of lexical morphology lead to various processing methods,giving rise to diverse learning effects. Morphological effect exists widely in L2 vocabulary learning and plays different roles for learners at varied levels. The focus of L2 lexical study lies in the morphological resemblance of L2 vocabulary,the processing of derived and inflected words and so forth. The learning effects of L2 vocabulary,a multilevel variate,are influenced by comprehensive factors of language learning. Thus,lexical frequency,input elaboration,hieroglyphic and many other factors become the key study objects in lexical research. In addition,multi-modal input of vocabulary will also affect the processing of L2 morphology.
The morphology of L2 vocabulary is an important research object and an essential variate in L2 vocabulary learning. The processing of visual input information of L2 vocabulary is quite complex. Differences of lexical morphology lead to various processing methods,giving rise to diverse learning effects. Morphological effect exists widely in L2 vocabulary learning and plays different roles for learners at varied levels. The focus of L2 lexical study lies in the morphological resemblance of L2 vocabulary,the processing of derived and inflected words and so forth. The learning effects of L2 vocabulary,a multilevel variate,are influenced by comprehensive factors of language learning. Thus,lexical frequency,input elaboration,hieroglyphic and many other factors become the key study objects in lexical research. In addition,multi-modal input of vocabulary will also affect the processing of L2 morphology.
引文
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[23]陈士法,彭玉乐,赵兰,等.英语二语派生词与屈折词加工差异的ERP证据[J].外语教学,2017,38(2):20-26.
[24]陈士法,刘佳,杜玲,等.中级水平中国英语学习者派生词表征方式的ERP研究[J].解放军外国语学院学报,2015,38(6):61-69.
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[28]陈雪.《百词斩》中多媒体注释对英语词汇习得有效性的实证性研究[D].黑龙江大学,2017,93.
[29]Li Yunge.A Stufy of the Effectiveness of Applying Mobile-assisted Language Learning Mode to Senior English Vocabulary Learning——Take the Software"Bai Ci Zhan"as An Example[D].Shaanxi Normal University,2018.
[30]王峥.基于移动端的英语词汇深度学习研究[D].上海外国语大学,2018.
[31]Tinkham T.The effects of semantic and thematic clustering on the learning of second language vocabulary[J].Second Language Research,1997,13(2):138-163.
[32]王新朋,束定芳.词汇呈现方式对多维词汇知识习得的影响研究[J].外语与外语教学,2014(06):25-31.
[2]陈万会.国外第二语言词汇习得研究发展综述[J].民族论坛,2006(12):54-55.
[3]庄智象,束定芳.外语学习者策略研究与外语教学[J].现代外语,1994(03):28-32.
[4]O'Malley J M.Chamot A U.Learning Strategies in Second Language Acquisition[M].Cambridge University Press,1990.
[5]Laufer B,Nation P.Vocabulary Size and Use:Lexical Richness in L2 Written Production[J].Applied Linguistics,1995,16(3):307-322.
[6]Joe A.What Effects Do Text-Based Tasks Promoting Generation Have on Incidental Vocabulary Acquisition?[J].Applied Linguistics,1998,19(3):357-377.
[7]赵蔚,陈永捷,陆伟忠.近十年中外二语词汇习得研究比较——基于14种语言类期刊的比较分析(2004-2013)[J].外语界,2014(4):39-46.
[8]Li Weiwei.The Effects of Morphological Transparency and Vocabulary Knowledge on Lexical Inferencing for Chinese Non-English Majors in English Reading[D].Ocean University of China,2013.
[9]彭聃龄.汉语信息加工及其认知神经机制的研究——20年研究工作的回顾[J].当代语言学,2004(04):302-320.
[10]官群,赵建蓉,刘梅娟.字形输入能促进二语词汇的统计学习吗?——来自5岁儿童与成人的实证研究[J].中国特殊教育,2017(07):74-80.
[11]张鹏,朱虹.中国日语学习者动词形态表征方式研究——基于跨通道启动范式实验的证据[J].解放军外国语学院学报,2013(05):49-53.
[12]韩百敬,薛芬.中国英语学习者对un-V-able格式结构性歧义词的解读偏向——形态表征的不完整性[J].外语教学理论与实践,2014(01):17-22.
[13]马广惠.二语词汇知识理论框架[J].外语与外语教学,2007(4):23-24.
[14]王春茂,彭聃龄.合成词加工中的词频、词素频率及语义透明度[J].心理学报,1999(03):266-273.
[15]药盼盼,李妮,陈宝国.词根频率对汉语母语者英语屈折词和派生词表征方式的影响[J].外语教学与研究,2012(05):694-705.
[16]朱婷.熟练英语学习者对派生词法单词的视觉识别研究[D].曲阜师范大学,2012.
[17]李俊敏,李德高,马博森.英语学习者英语屈折词和派生词识别加工中的差异[J].外语教学与研究,2014(06):901-914.
[18]李俊敏,李德高.不同英语水平学习者英语派生词和屈折词记忆加工差异[J].心理学探新,2016(04):324-329.
[19]张北镇.中国英语学习者派生词加工研究[J].现代外语,2014,37(2):221-230.
[20]张北镇.二语词汇加工中的形态分解[J].现代外语,2015(02):238-247.
[21]张北镇.二语词汇表征与加工中的形态影响[J].解放军外国语学院学报,2015(06):70-77.
[22]陈士法,杨连瑞,崔涛涛,等.中国英语学习者英语屈折词表征方式的ERP研究[J].西安外国语大学学报,2015,23(1):76-79.
[23]陈士法,彭玉乐,赵兰,等.英语二语派生词与屈折词加工差异的ERP证据[J].外语教学,2017,38(2):20-26.
[24]陈士法,刘佳,杜玲,等.中级水平中国英语学习者派生词表征方式的ERP研究[J].解放军外国语学院学报,2015,38(6):61-69.
[25]李黎.基于七对研究焦点的词频效应理论评析[J].外语教学,2012(02):53-56.
[26]程丽霞.输入多模态、输入增显与词汇附带习得[J].外语教育研究,2015(03):31-34.
[27]张悦.基于多媒体呈现方式的词汇学习研究——以百词斩为例[D].哈尔滨师范大学,2017.
[28]陈雪.《百词斩》中多媒体注释对英语词汇习得有效性的实证性研究[D].黑龙江大学,2017,93.
[29]Li Yunge.A Stufy of the Effectiveness of Applying Mobile-assisted Language Learning Mode to Senior English Vocabulary Learning——Take the Software"Bai Ci Zhan"as An Example[D].Shaanxi Normal University,2018.
[30]王峥.基于移动端的英语词汇深度学习研究[D].上海外国语大学,2018.
[31]Tinkham T.The effects of semantic and thematic clustering on the learning of second language vocabulary[J].Second Language Research,1997,13(2):138-163.
[32]王新朋,束定芳.词汇呈现方式对多维词汇知识习得的影响研究[J].外语与外语教学,2014(06):25-31.