语境对汉语阅读过程中词汇学习的影响——一项基于眼动技术的实验研究

The Effects of Context on Vocabulary Learning during Chinese Reading——Evidence from eye-movement studies

本文通过两个眼动实验来讨论语境对汉语阅读中词汇学习的影响。实验一的语境为释义小句,语境位置的不同对词语学习有较显著的影响,即前语境句子的整句总注视时间明显短于后语境句子。实验二的语境含有明确的语义提示词(同义词/反义词),语境对词语学习的影响显著:前语境句子的整句总注视时间明显短于后语境句子,同义语境句子的整句总注视时间明显短于反义语境句子。结果显示:汉语学习者是通过语境学习透明度低的词语;前语境和同义语境更利于目标词学习;具有明确语义提示词的语境的促进作用比释义小句语境大。语境的影响发生在词语学习的晚期。有汉字背景的日韩学习者的学习效果好于无汉字背景的欧美学习者。

This paper examines effects of context on vocabulary learning through Chinese read- ing via two eye-movement experiments. In experimentl,cye movements were recorded when sub-jects were reading sentences containing a explaining clue. Rsults showed that the location （for-ward/afterward） of the context have more facilitation effects on post-lexical integration stage （marginal significance）. Experiment2 was dedicated to examining whether the location and the syntactic aspect （synonymy/antonym） of context could influences word learning. Results showed that pre-target word-context learning is more effective than post-target word-context leaming,and synonymy context is more effective than antonym one. Two experiments both showed that the Japanese-Korean students who have Chinese Character background performed remarkably better than the European-American students who do not have Chinese Character background.