漢英雙語(yǔ)者詞匯產(chǎn)出的語(yǔ)言控制機(jī)制
定 價(jià):48 元
- 作者:袁帥著
- 出版時(shí)間:2023/7/1
- ISBN:9787567035577
- 出 版 社:中國(guó)海洋大學(xué)出版社
- 中圖法分類:H136.1
- 頁(yè)碼:160
- 紙張:
- 版次:1
- 開(kāi)本:16開(kāi)
本書(shū)采用語(yǔ)言切換范式,設(shè)計(jì)組塊圖片命名實(shí)驗(yàn)(測(cè)量反應(yīng)時(shí)),邀請(qǐng)來(lái)自英國(guó)劍橋大學(xué)和上海外國(guó)語(yǔ)大學(xué)的40名漢英雙語(yǔ)者分別作為二語(yǔ)高、低水平組被試(每組20人,實(shí)驗(yàn)在英、中兩國(guó)分別完成),采用E-prime心理學(xué)編程軟件播放刺激(圖片)以及SPSS統(tǒng)計(jì)學(xué)軟件進(jìn)行數(shù)據(jù)處理和分析。實(shí)驗(yàn)結(jié)果表明,首先,對(duì)于不平衡漢英雙語(yǔ)者而言,詞匯層面的雙語(yǔ)語(yǔ)言控制主要通過(guò)對(duì)非目標(biāo)語(yǔ)的抑制實(shí)現(xiàn)(研究問(wèn)題一);其次,該機(jī)制的作用范疇是非目標(biāo)語(yǔ)整體,即整個(gè)非目標(biāo)語(yǔ)均受到抑制,而非僅僅此前激活的部分詞匯(研究問(wèn)題二);再次,語(yǔ)言切換的行為效應(yīng)主要表現(xiàn)在三方面,重復(fù)啟動(dòng)效應(yīng)對(duì)于二語(yǔ)的作用大于一語(yǔ),翻譯啟動(dòng)效應(yīng)具有非對(duì)稱性且僅存在于L2-L1方向,語(yǔ)言切換對(duì)于目標(biāo)語(yǔ)產(chǎn)出具有消極影響,且對(duì)二語(yǔ)產(chǎn)出影響較大,對(duì)一語(yǔ)產(chǎn)出影響較小(研究問(wèn)題三);最后,二語(yǔ)水平對(duì)雙語(yǔ)控制機(jī)制具有顯著影響,隨著雙語(yǔ)者二語(yǔ)水平的提高,語(yǔ)言切換的消極影響減弱,重復(fù)啟動(dòng)和翻譯啟動(dòng)效應(yīng)增強(qiáng),表明雙語(yǔ)者的語(yǔ)言控制能力增強(qiáng)。由于雙語(yǔ)控制屬于認(rèn)知控制的總范疇,該結(jié)果也進(jìn)一步證實(shí),隨著二語(yǔ)水平的提高,雙語(yǔ)者的認(rèn)知優(yōu)勢(shì)逐漸增強(qiáng)(研究問(wèn)題四)。
袁帥
上海對(duì)外經(jīng)貿(mào)大學(xué)國(guó)際商務(wù)外語(yǔ)學(xué)院教師,翻譯碩士(MTI)研究生導(dǎo)師。上海外國(guó)語(yǔ)大學(xué)英語(yǔ)語(yǔ)言文學(xué)博士,國(guó)家留學(xué)基金委員會(huì)“國(guó)家建設(shè)高水平大學(xué)公派研究生”項(xiàng)目英國(guó)劍橋大學(xué)聯(lián)合培養(yǎng)。主要研究方向?yàn)樾睦碚Z(yǔ)言學(xué)和口譯理論與實(shí)踐。承擔(dān)“上海高校青年教師培養(yǎng)資助計(jì)劃”等項(xiàng)目,在《上海翻譯》等期刊發(fā)表學(xué)術(shù)論文多篇。
Chapter One Introduction
1.1 Research Background
1.2 Purposes and Research Questions
1.3 Organization of the Study
Chapter Two Literature Review
2.1 Key Terms Defined
2.1.1 Bilingual
2.1.2 Speech Production
2.1.3 Lexical Access
2.1.4 Priming
2.1.5 Bilingual Language Control
2.2 Theories of Speech Production
2.2.1 Monolingual Speech Production Models
2.2.2 Bilingual Speech Production Models
2.3 Research on the BLC Mechanism
2.3.1 Nature of the BLC Mechanism
2.3.2 Scope oftheBLC Mechanism
2.3.3 Behavioral After-effects of the BLC Mechanism
2.3.4 Research Paradigms and Methodology
2.4 Limitations of Previous Research
2.5 Summary
Chapter Three Experiment Design
3.1 Participants
3.2 Materials
3.3 Procedure
3.3.1 Sequence
3.3.2 Time
3.3.3 Color Cue
3.4 Data Collection and Pretreatment
Chapter Four Results
4.1 Results of the Higher-L2-proficiency Group
4.1.1 Start Block vs Return Block: New Items
4.1.2 Start Block vs Return Block: Repeated Items
4.1.3 Switch Block: New Items vs Repeated Items
4.1.4 Cross-section Comparisons
4.2 Results of the Lower-L2-proficiency Group
4.2.1 Start Block vs Return Block: New Items
4.2.2 Start Block vs Return Block: Repeated Items
4.2.3 Switch Block: New Items vs Repeated Items
4.2.4 Cross-section Comparisons
4.3 Comparison of the Two Participant Groups
4.3.1 Similarities of the Two Groups
4.3.2 Differences of the Two Groups
4.4 Summary
Chapter Five Discussion
5.1 Nature of the BLC Mechanism
5.1.1 Language Control of L1
5.1.2 Language Control of L2
5.2 Scope of the BLC Mechanism
5.3 Behavioral After-effects of Language Switching
5.3.1 Priming Effects
5.3.2 Language Switching Effects
5.4 The Role of L2 Proficiency
5.5 Summary
Chapter Six Conclusion
6.1 Summary of the Present Study
6.2 Major Findings of the Present Study
6.3 Significance and Implications of the Present Study
6.4 Limitations and Suggestions for Future Research
References
Appendix Ⅰ Participant Consent Form
Appendix Ⅱ Language Background Questionnaire
Appendix Ⅲ Pictures of the Experiment
Afterword