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本研究按照词汇的统计学习规律(上义、下义、基础义呈现的频率不同)进行刺激呈现,并重点探讨二语词汇习得的统计学习规律是否受到语言输入形式(即字形或字音输入)的影响。以5岁儿童和成人大学生为被试,采用词汇统计学习实验范式,对字音和字音+字形两种学习方式在两个年龄组中的统计学习效果进行了比较。结果发现:(1)在5岁儿童和成人中均存在词汇习得的统计学习规律;(2)5岁儿童在字音+字形学习条件下,词汇统计学习的效果比单一字音学习条件下更明显,出现了字形促进效应;(3)成人被试没有出现字形促进效应,反而单一语音学习条件下统计学习效应较强,说明可能存在字形的干扰作用。研究最后对学龄前儿童(约5岁)和成人大学生群体在第二语言学习的心理与行为教学方面提出了指导性建议。
According to the law of statistical learning (upper and lower meanings, basic frequency and different meanings), this study presents stimuli and focuses on whether the law of statistical learning of L2 vocabulary acquisition is subject to linguistic input (ie, glyph or phonetic input) Impact. Taking 5-year-old children and adult college students as subjects, we compared the statistical learning effects of the two learning methods of phonetic and phonetic + zigzag in two age groups by using the vocabulary learning experimental paradigm. The results showed that: (1) there was a statistical learning rule of vocabulary acquisition in both children and adults aged 5 years; (2) under the conditions of phonetic and zig-zag learning, vocabulary learning was more effective in 5-year-old children than in single phonetic learning , There was a glyph promotion effect; (3) adult subjects did not appear to promote the role of glyphs, but under the condition of a single phonetic learning strong statistical learning, indicating that there may be glyph interference. The study concludes with recommendations for teaching preschool children (about 5 years old) and adult college students in psychology and behavior teaching for second language learning.