二语学习者反义复合词词义识解的影响因素

Effects on CSL Learners’ Word-meaning Construal of Opposite Compounds

本研究通过5×2被试内两因素混合测试,分析5种语义关系类型和2种母语文字背景对中级二语者反义复合词词义识解的影响。结果显示:语义关系类型和母语文字背景对二语者反义复合词的词义识解都有影响,两因素之间存在一定程度的交互作用,且交互作用有倾向性;5种语义关系类型的反义复合词词义识解难度为:加合型<概括型<选择型<偏义型<引申型("<"表示"易于")。针对二语者词义识解的倾向和特点,本文提出反义复合词需按语义关系类型分类教学、教学顺序宜与词义识解难度匹配等教学建议。

On the basis of written examination through the form of 5×2 two factors of text, this study inspects the effects of the types of semantic relation(direct meaning and indirect meaning which can be further categorized into five types) and language background(the system of Chinese characters and non-character-writing) on the intermediate level of CSL learners’ word-meaning construal of opposite compounds. According to the result of the experimental data analysis, we can conclude that it is difficult for intermediate CSL learners to indentify and understand opposite compounds. The types of semantic relation and language background both have an effect on them,and there is some interactive impact, which has a tendency, between the two factors. There exist difficulty levels of CSL learners’ construing the five types of semantic relation of opposite compounds: addition < generalization < selection < partial meaning < extended meaning. This paper also provides some advice for CSL teaching and learning of opposite compounds such as 1)adopting morpheme pedagogy in teaching the addition type, context method in extended meaning type, and combination of the above two methods in other three types;2) matching the pedagogical order to the difficulty levels of CSL learners’ construing five types of semantic relation of opposite compounds.