中国英语学习者双语词汇表征结构变化实证研究

An Empirical Study on Chinese EFL Learners’ Development of Bilingual Lexical Representation

本研究通过在线翻译判断实验范式，比较不同水平英语学习者受词汇具体性效应的影响情况，考察课堂环境下中国英语学习者双语词汇表征结构的变化过程。实验通过要求两组不同水平英语学习者（54名大一非英语专业学生和66名大三英语专业学生）尽快判断电脑屏幕上出现的中文词和英文词是否为翻译对等词，考察其判断时是否出现反应时间和错误率的词汇具体性效应。研究发现：（1）非初级阶段中国英语学习者的双语词汇表征结构为概念调节型，且不同水平学习者表现出相同程度概念调节，并不受英语水平的影响；（2）在形成双语词汇表征系统时，抽象词滞后于具体词。当学习者英语达到初级以上水平，具体词的双语词汇表征系统发展减慢，而抽象词的表征系统仍继续发展，两者间的差距逐渐减小。

The present study intends to investigate the develop- ment of bilingual lexical representation structure for Chinese EFL learners in a classroom setting by examining word con- creteness effects across different proficiency levels of Chinese EFL participants in an online translation recognition task. Two different proficiency groups of Chinese EFL learners, namely, 54 first-year non-English-major college students and 66 third-year English-major college students, were asked to decide as quickly as possible whether or not the Chinese-English word pairs on the computer screen were translation equivalents. Performance measures were mean response times and error rates. The study discovered that, （a） at least for Chinese EFL learners beyond initial stages of proficiency, ＂conceptual mediation＂ was a uni- versal process in translation recognition and was immune to English proficiency difference; （b） abstract words, as compared to concrete ones, lagged in the development of bilingual repre- sentation, yet the difference decreased with further practice in the English language when learners were past the early stages of proficiency.