On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.

The Influence of L1 Mental Lexicon on L2 Mental Lexicon

This paper deals with the influence of L1 （first Language） mental lexicon on L2 （second Language） mental lexicon with Chinese subjects. It proves two possibilities： the response types in L1 and L2 of a single individual may be similar, and the dominant language （mostly L1） and the L2 may interfere with each other＇s vocabulary depth and breadth. The result is of great significance for Chinese learners of English.

Mental Lexicon Study and Its Enlightening to Incidental Vocabulary Acquisition of L2

The theories of mental lexicon explain how words are organized and accessed in human brain from the angle of psycho linguistics. It draws great interest to study on the field of psycholinguistics and SLA. This paper focuses on incidental vocabulary acquisition of L2 and explores how to assist learners to reinforce and expand their network of mental lexicon by applying all kinds of mental connection in order to promote the learners to acquire English vocabulary.

The Construction of Effective“Multidimensional Mental Lexicon of Second Language”in Second Language Vocabulary Teaching

The focus of the thesis is the construction of multidimensional mental lexicon of second language. It is made up of four dimensions—dimension of meaning, dimension of pronunciation, dimension of orthography and dimension of context so that through establishing these four dimensions, it comes into being.

The Importance of Auditory Discrimination in the Acquisition of Mental Lexicon and Reading Automation in Arabic-Speaking Students in Kenitra (Morocco)

Auditory discrimination is the ability to discriminate between words and sounds. Auditory discrimination can affect reading, spelling and writing. Several studies examined the correlation between auditory discrimination and reading performance. The aim of this study is to demonstrate the importance of auditory discrimination in the acquisition of mental lexicon and consequently the automation of reading in a sample of 101 students in their fourth year of primary education coming from four different schools in Kenitra (Morocco). The results analysis shows that reading scores correlated significantly with the auditory discrimination scores (r = 0.30, p 0.01). This proves that the inability to discriminate words causes a disability to store them in the mental lexicon, which makes it difficult to identify these words at a later encounter. This conclusion is supported by the significant correlation between reading and auditory and visual lexical decision tasks. In this study we were able to emphasize the importance of having good acoustic discrimination capacities for language development. Students who were successful at the auditory discrimination task are more successful at reading. A remediation program based on improving auditory discrimination capacities using the language assessment battery LABBEL could see reading performance improvement in these students.

A STUDY OF THE ORGANIZATION OF L2 MENTAL LEXICON THROUGH WORD ASSOCIATION TESTS

Based on the Self-organizing Model of Bilingual Processing (SOMBIP) proposed by Li & Farkas (2002), this paper has aimed at exploring whether L2 mental lexicon undergoes a reorganizational process through word association tests on learners of different language proficiency. The results show that response types vary greatly among the three groups. Of all the responses elicited among beginners, responses of non-relationship type and phonological type take up the leading part. As to the responses made by inter...

The Developmental Route of Chinese English Learners’ Mental Lexicon: Cross-sectional and Longitudinal Perspectives

本研究旨在通过两个词汇联想实验,从共时和历时两个角度考察中国英语学习者心理词汇的发展路径。结果发现:四组被试对常用高频词的反应中语义联系占大多数,随着语言水平的提高,其心理词汇的语义联系愈来愈多。被试对低频词的反应中非语义联系最多,但随着词汇知识的增加,被试的反应从非语义向语义稳步发展,由语义倒退回非语义的现象也时有发生,表明英语词汇学习不是沿着线性路径发展的,而是在进步的大趋势下伴有倒退现象的发生。中国成年英语学习者心理词汇中聚合知识发展迅速,组合联系(即短语知识)较弱。本研究的发现进一步证实词汇习得的递增性特点,需要教师和学生做出长期的词汇习得计划,改变传统的词汇教学方法,加强词块和短语教学。

An Investigation into the L2 Mental Lexicon of Chinese English Learners by Means of Word Association

The present study employs a word association test to investigate the nature of Chinese English learners＇ mental lexicon by comparing the association responses of native speakers and Chinese English learners. The result shows that there are significant differences in the structure of mental lexicons between Chinese English learners and native speakers. With regard to L1 mental lexicons, Chinese English learners have poorer concentricity of association and weaker association strength. Their association is more dependent on forms. They have no established systematic and stable networks between words. The semantic network in their mental lexicon is underdeveloped. The results of the experiments have some implications for L2 vocabulary teaching and learning.

STUDIES IN MENTAL LEXICON AND THE IMPLICATIONS FOR ENGLISH VOCABULARY TEACHING

Introduction Vocabulary is one of the indispensable components of the language system, and researchers have found that there exists a close relationship between vocabulary and other components in a language system. However, vocabulary is thought to be the most difficult component of language knowledge for a learner to grasp. Gorman (1979) pointed out that there was evidence showing that as students become more proficient in a second language, problems caused specifically by syntactical variation become less significant (cited in Crow and Quigley, 1985: 499). That is to say, vocabulary becomes a major problem in

基于复杂网络分析的晚期汉英双语者心理词库结构探究

本研究结合语义流畅任务和复杂网络分析,探索晚期汉英双语者的双语词库结构,通过构建词汇关联网络、计算网络参数(网络节点数、边数、平均度、平均聚类系数、平均最短路径、小世界属性参数和模块化参数)和生成网络可视化图,考察词库结构的特征与差异。结果发现:①双语词库具有小世界属性和模块化属性;②L1词汇网络比L2词汇网络结构更为优化,这与被试的L2使用频次和习得年龄相关;③词汇网络节点的组织方式在一定程度上支持激活扩散模型。本文据此为中国英语词汇教学提出相关建议:顺应学习者心理词库结构的发展趋势,采用L2词汇与图片或实物直接相连的教学方法,以促进L2词库结构的动态发展。

基于交互注意力机制的心理咨询文本情感分类模型

心理咨询场景下的情感分类旨在获得咨询者话语的情感倾向,为建立心理咨询AI助手提供支持。现有的方法利用语境信息获取文本情感倾向,但未考虑对话记录中当前句与前向近邻句之间的情感传递。针对这一问题,提出一种基于交互注意力(AOA)机制的心理咨询文本情感分类模型,根据时序对历史情感词分配权重,进而提高分类准确率。利用构建的心理健康情感词典分别提取对话双方的历史情感词序列,再将当前句和历史情感词序列输入到双向长短期记忆(BiLSTM)网络获取对应的特征向量,并利用艾宾浩斯遗忘曲线对历史情感词序列分配权重。通过AOA机制获得惯性特征和交互特征,并结合文本特征输入到分类层计算情感倾向概率。在公开数据集Emotional First Aid Dataset上的实验结果表明,相较于Caps-DGCN(Capsule network and Directional Graph Convolutional Network)模型,所提模型的F1值提高了1.55%。可见,所提模型可以有效提升心理咨询文本的情感分类效果。

基于情感词典的情感分析在抑郁中的研究进展(综述)

抑郁是常见的精神障碍之一,早期的识别与筛查是诊断和管理的前提与基础,基于情感词典的情感分析方法通过获取用户在社交媒体中发布的文本构建词典,利用程序语言构建模型,以分析用户的态度、情绪。本文对基于情感词典的情感分析的概况和实施方法进行介绍,分析其在抑郁领域的应用及发展前景,旨在为利用互联网早期识别与筛查抑郁个体提供参考,实现心理健康状态智能监测服务。

课堂学习环境下中日双语者心理词汇表征研究

为了解课堂学习环境下中-日双语者心理词汇的结构和发展,通过日-汉翻译识别任务,操控词对类型和二语水平两个自变量,考察了不同水平学习者心理词汇的加工机制。研究结果发现:高水平组和低水平组均同时受到词形干扰和语义干扰;高水平组语义干扰显著大于词形干扰,低水平组语义干扰和词形干扰无显著差异,表明日语初级水平者主要依靠第二语言(L2)与母语(L1)翻译对等词的连接通达概念,高级水平者可以直接由L2词汇通达L2概念,但始终处于词汇联结和概念联结并存的状态。建议未来教学中应使用概念驱动策略,并采用多样化教学方法,帮助学生建立直接的词形-概念联系。

国内二语词汇研究文献计量分析:合作及热点

词汇在二语习得过程中占有重要地位,了解国内二语词汇研究现状很有意义。近几年关于二语词汇研究的文献计量分析虽有不少,但样本选择主观性较大,文献计量指标突显不够,对作者、机构间的合作分析较少。基于此,从中国知网选取学位论文及CSSCI、CSCD中关于二语词汇的研究论文进行分析,获取年发文量、高被引文献、期刊发文等基本特征,分析作者、机构合作情况及二语词汇研究热点。研究发现,国内二语词汇研究在2013年达到顶点后进入调整期,学位论文占比较高,二语词汇研究文献被引频次偏低;学者、机构之间合作不足;关键词共现分析发现二语词汇研究的热点集中在词汇附带习得、动态系统理论、语料库及心理词汇等方面。以上分析结果可为二语词汇研究者提供宏观层面概览。

汉语同形同音词的心理词汇表征——基于EEG的语义启动效应研究

本研究结合行为实验和EEG设备,旨在调查汉语同音词的心理词汇表征。26位汉语母语者作为被试,对216组实验材料进行视觉化词汇判断。每组实验材料包含一个语义不平衡的同音词作为启动词及一个目标词。目标词有四种类型:(1)与启动词主要意义相关;(2)与启动词次要意义相关;(3)与启动词意义无关;(4)填充假词。被试进行词汇判断时,同时收集行为数据和脑电数据。行为数据分析正确率和反应时,脑电数据分析反映语义加工的N400和LPC成分。行为数据显示,前三种类型目标词在正确率和反应时上无显著差异。ERP数据显示:主要意义和次要意义的目标词激发了更大的N400和LPC波幅;同时,大脑后部区域产生了较前部和中部区域更大的LPC波幅。结果证实汉语同音词的主要意义和次要意义在心理表征上存在差异,支持了独立词义表征观。

大脑中的基本语言单位——来自汉语单音节语言单位加工的ERPs证据

本文运用ERPs技术,通过语义判断任务,考察汉语单音节单位的加工差异。实验发现,汉语中非自由语素的判断准确率明显低于词和无意义的字,无意义的字诱发的N400成分的波幅明显小于词和非自由语素,非自由语素诱发的LPC成分的波幅显著小于词和无意义的字,词诱发的LPC波幅也明显小于无意义的字。结果表明,无意义的字、非自由语素和词具有不同的加工机制,由于缺乏意义,无意义的字在实验中加工的难度最小,非自由语素的加工难度明显大于词。最后得出结论,实验结果支持N400是语义加工的敏感指标,LPC成分的波幅和加工难度负相关;词更应该是大脑词库中的基本语言单位;词在大脑中存在状态比较稳定,非自由语素可能以不稳定的后备信息的概念存储或附着在大脑词库中;词和语素的划分以及语素的下位分类都是具有心理现实性的。

读写困难与听写困难儿童的言语和视知觉认知缺陷

目的:研究读写双困难儿童和听写困难儿童在认知能力方面的差异。方法:在本横断面研究中,运用多重比较评估法分别对21名读写困难学生、20名听写困难学生和26名生理年龄匹配的对照组学生进行语音意识测验、语素意识测验和视知觉能力测验。结果:读写双困难组儿童的语音意识测验、语素意识测验得分均低于对照组[(-0.85±2.05)vs.(0.69±1.78),(20.7±2.8)vs.(22.8±1.8);均P<0.05];读写双困难组儿童的视知觉记忆能力和视动统合能力得分均低于对照组[(7.2±2.4)vs.(8.6±1.8),(13.6±4.4)vs.(17.5±4.7);均P<0.05],听写困难组儿童的视知觉辨别能力和视知觉记忆能力得分低于对照组[(2.8±1.6)vs.(4.1±1.4),(7.3±2.4)vs.(8.6±1.8);均P<0.05]。结论:视觉辨别和视觉短时记忆等功能的损伤是听写困难儿童特异性的认知缺陷,而语音、语义功能缺损则是读写双重困难儿童的重要特征。

英汉心理词典中英语单词储存的词性效应研究

二语学习者在存储二语单词时是否存在着词性效应呢?我们利用词汇命名实验研究了这一问题,包括三个小问题。(1)受试对英语名词、动词、形容词等的反应时之间是否存在显著差异?(2)受试对英语单词素名词、动词、形容词等的反应时之间是否存在显著差异?(3)受试对英语多词素名词、动词、形容词等的反应时之间是否存在显著差异?通过对比受试对不同词性英语单词的反应时,发现组间差异不显著,因此,从总体上来说英汉心理词典中不存在英语单词词形存储的词性效应。对第二和第三个问题的研究表明就英语单词素词来说不存在词性效应,但是,就多词素词来说则存在着词性效应。结合有关研究成果,我们认为心理词典中的词性效应受词素数量的影响,主要存在于语义存储等比较复杂的表征中,与学习者的二语水平有一定的关系。

中文双字词在心理词典中的通达表征

本研究中,分别采用词汇判断作业和眼动分析法,考察在词单独呈现和呈现在句子语境条件下,词频、首字字频和尾字字频对中文双字词识别的作用以及作用的时间进程,以探索中文双字词在心理词典中的通达表征方式。研究结果支持中文双字词在心理词典中的混合表征模型。