文献类型：期刊文献

中文题名：二语词汇形-义匹配关系习得中的无意识贡献成分——语义韵内隐学习实证研究的启示

英文题名：The Role of Unconsciousness in the Learning of L2 Form-meaning Connections:An Experimental Study of the Implicit Learning of Semantic Prosody

作者：龚嵘[1];郭秀艳[2]

机构：[1]华东理工大学外国语学院,上海200237;[2]华东师范大学心理系,上海200062

年份：2009

卷号：32

期号：2

起止页码：68

中文期刊名：外国语

外文期刊名：Journal of Foreign Languages

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2008】；社科基金资助期刊;CSSCI:【CSSCI2008_2009】；

基金：国家科技部863(项目编号2007AA01Z172);教育部哲学社会科学研究重大攻关项目(批准号06JZD0039);教育部国家优秀博士论文作者专项资助基金(批准号200309);华东理工大学网络教育教学研究项目基金(S011101)资助

语种：中文

中文关键词：内隐学习;形-义关系;语义韵;主观测量标准

外文关键词：implicit learning; form-meaning connections; semantic prosody; subjective measures

摘要：二语词汇形-义匹配关系学习中的意识与无意识成分是颇具争议的课题。本研究首先依据Ellis(1994)、Williams(2005)等学者相关研究成果作出推论:任意性形-义关系(即表层词义)学习必需意识参与,而无意识加工机制对非任意性形-义匹配关系(即某些深层词义特征,如语义韵等表达性联想意义)的学习有贡献价值。然后基于实验心理学研究范式,以46名大学英语学习者为受试,微机控制呈现学习材料,并采用内隐知识主观测量标准体系(Dienes,2005),实证考察了熟读、翻译、规则搜索三种不同加工水平的任务环境下语义韵的内隐学习成分及其制约因素。实验结果支持了本研究推论,且揭示了恰当任务环境下形-义关系学习(尤其是深层词义学习)过程中内隐-外显加工机制的协同效应。该发现对基于任务的附带性词汇教学有着重要启示。
The role of consciousness and unconsciousness in the learning of L2 meaning-form mappings has long been a controversial issue. Based on the relevant findings by Ellis （1994）, Williams （2005） and some other scholars, the present study hypothesizes that awareness is necessarily involved in the learning of arbitrary form-meaning connections （i. e. the learning of the word＇s central meaning） and that implicit processing mechanism contributes to the learning of form-meaning connections that are not arbitrary （ i.e. the learning of the word＇s implicit semantic features, for instance, the word＇s expressive connotations such as semantic prosody）. Then an experiment was conducted, in which 46 college students participated working on computer-presented learning materials, and Dienes＇s （2005） subjective measures of implicit knowledge was employed to examine the implicit learning of semantic prosody in three different task environments （reading, translating and rule-searching） as well as the factors affecting it. The results of this experiment not only lend some support to our hypothesis but also demonstrates that given an appropriate task, there occurs a dynamic interaction between implicit and explicit learning mechanisms in the learning of form-meaning connections, the learning of implicit meaning features in particular. This finding is believed to have significant implications for task-based incidental L2 vocabulary learning activities.