汉日双语初学者学习方法对其双语记忆表征方式的影响

Influence of learning methods of Chinese and Japanese bilingual beginners on their bilingual memory representation

本研究采用翻译识别任务进行三个实验探究不同学习方法对汉日双语初学者双语记忆表征的影响。实验1探讨不同学习方法(L2-L1配对学习和L2-图片配对学习)对二语初学者的语义通达方式造成的影响,结果表明唯有经过L2-图片学习方法学习的被试产生了显著的语义干扰效应。实验2在听觉通道上呈现刺激,结果显示两种学习方法上的被试均产生了显著的语义干扰效应,即学习方法在视觉与听觉通道上都会对汉日双语初学者的记忆表征方式存在影响。实验3加入词汇类型变量,结果表明不同的学习方法对于初学者学习不同类型的L2词汇时记忆表征同样存在影响。该研究表明,在汉日双语初学者身上,因学习方法的不同,都会对二语词汇语义通达的方式产生影响。

In this study,three experiments were conducted by using the translation recognition task to explore the effects of different learning methods on bilingual memory representation in Chinese and Japanese bilingual beginners.Experiment 1 investigated the effects of different learning methods(L2-L1 pairing learning and L2-picture pairing learning)on semantic accessibility for second language beginners.The results show that only the subjects who have been studied by L2-picture learning method have significant semantic interference effect.Experiment 2 presented stimuli on the auditory channel,and the results showed that both of the two learning methods produced significant semantic interference effects.That is,learning methods in the visual and auditory channels will have an impact on the Chinese-Japanese bilingual beginners’memory representation.In experiment 3,vocabulary type variables were added,and the results showed that different learning methods also had effects on memory representation when beginners learned different types of L2 vocabulary.The study shows that for Chinese and Japanese bilingual beginners,different learning methods will have an impact on the semantic accessibility of second language vocabulary.