母语环境下美国汉语学习者心理词汇发展的实证研究

An Empirical Study on the Development of Mental Lexicon by CSL Learners in Native Language Environment

本研究从学习者母语与目的语单音节多义形容词词义对比的角度切入,使用实验研究和语料库调查相结合的方法,考察了母语环境下美国学习者汉语心理词汇发展的状况。研究表明,两种语言中的共有义项较早为学习者掌握;中级阶段开始对目的语特有义项有所认识,但是与母语者相比仍有很大差距,同时母语特有义项开始干扰二语心理词汇的发展;到了高级阶段,学习者在保持共有义项的同时,习得目的语特有义项,从而逐步建立较为完善的二语心理词库,与母语者接近,同时逐渐摆脱母语特有义项的干扰。最后,本文进一步提出了教学和学习建议。

By comparing the most commonly adjectives in both English and Chinese, this study investigates the Chinese mental lexicon development of the American learners in their native language environment. The experimental results and interlanguage corpus analy- sis indicate that the shared meanings of the adjectives in both languages are acquired first. At the intermediate level, learners started to learn the special meaning of the L2 adjectives, but the gap between L2 learners and native speakers remains large and the special meanings of the L1 words start to interfere the development of L2 mental lexicon. However, when learners reach the advanced level, they are able to keep the shared meanings, acquire the special meanings of the L2 words, and gradually built their L2 mental lexicon, which has some similarities to the native speakers＇ and shows no sign of interference from their native language. In addition, some pedagogical implications are discussed.