中國英語學習者歧義詞表征與加工研究

內(nèi)容概要

Representation and Processing of English Lexical Ambiguity by Chinese EFL Learners（中國英語學習者歧義詞表征與加工研究）從詞匯語義表征形成與發(fā)展的角度，探討了中國英語學習者在詞匯表征建構(gòu)的不同階段、詞匯多義不同緯度（三種歧義詞）的通達特征。研究發(fā)現(xiàn)，中國英語學習者的歧義詞表征是一個發(fā)展的模式：同形歧義詞和轉(zhuǎn)喻多義詞的心理表征隨學習者英語水平的提高而更具分立性；但在轉(zhuǎn)喻多義這個維度上，詞義之間的聯(lián)系強度不是隨著語言水平的提高而減弱，而是相反。就不同歧義詞的通達特征而言，中國英語學習者通達三種歧義詞的特點相同，都遵循順序通達模式。這充分體現(xiàn)了基于用法理論的語言學習觀。

書籍目錄

Contents前言AbstractChapter 1 Introduction1.1 Research Orientation1.2 Definition of Lexical Ambiguity1.3 Rationale for the Study1.4 Research QuestionsChapter 2 Previous Studies of Lexical Ambiguity Resolution:General Issues2.1 Introduction2.2 Meaning Representation2.2.1 Hierarchical Network Models2.2.2 Activation Spreading Models2.2.3 Distributed Memory Model2.3 Word Recognition and Lexical Access2.3.1 The Search Model2.3.2 The Logogen Model2.3.3 The Cohort Model2.3.4 Factors Influencing Lexical Access2.4 Semantic Priming2.5 Second Language Lexicon2.6 SummaryChapter 3 Previous Studies of Lexical Ambiguity Resolution:Theoretical Models and Empirical Evidence3.1 Introduction3.2 Previous Studies of Homonymy Processing in L13.2.1 Fodor's Modularity Hypothesis3.2.2 Five Models of Homonymy Processing in L13.3 Previous Studies of Suppression Mechanism in Homonymy Processing3.4 Previous Studies of Homonymy Processing in L23.5 Previous Studies of Polysemy Processing in L13.5.1 Representation of Polysemous Words3.5.2 Previous Studies of Polysemy Effects3.5.3 Processing of Polysemy in L13.6 Previous Studies of Polysemy Processing in L23.7 Comments on the Previous Studies of Lexical Ambiguity Resolution3.8 SummaryChapter 4 Previous Studies of Lexical Ambiguity Resolution:Experimental Tasks4.1 Introduction4.2 Experimental Techniques4.2.1 Ambiguity Detection Method4.2.2 Processing Complexity Tasks4.2.3 Priming Paradigm4.3 The Nature of Sentential Context4.4 The SOA Conditions4.5 Comments on the Experimental Tasks4.6 SummaryChapter 5 Research Questions and Hypotheses5.1 Introduction5.2 Linguistic and Psycholinguistic Models Related to the Present Study5.2.1 Ambiguous Words in Mind:Linguistic Models5.2.2 Disambiguation of Lexical Ambiguity:Psycholinguistic Models5.3 Research Questions5.4 Hypotheses5.5 Experimental Design and Predictions5.5.1 Experiment One5.5.2 Experiment Two5.5.3 Experiment Three5.6 SummaryChapter 6 Experiment One:Selecting Contextually Appropriate Meanings6.1 Introduction6.2 Preparatory Studies6.2.1 Preparatory Study I6.2.2 Preparatory Study II6.2.3 Preparatory Study III6.3 Experiment One6.3.1 Hypothesis,Design and Predictions6.3.2 Participants6.3.3 Materials6.3.4 Procedure6.3.5 Results6.3.6 Discussion6.4 SummaryChapter 7 Experiment Two:Suppressing Contextually Inappropriate Meanings7.1 Introduction7.2 Experiment Two7.2.1 Hypothesis,Design and Predictions7.2.2 Participants7.2.3 Material7.2.4 Procedure7.2.5 Results7.2.6 Discussion7.3 SummaryChapter 8 Experiment Three:Representation of English Lexical Ambiguity8.1 Introduction8.2 Experiment Three8.2.1 Hypothesis,Design and Predictions8.2.2 Participants8.2.3 Materials8.2.4 Procedure8.2.5 Results8.2.6 Discussion8.3 SummaryChapter 9 General Discussions9.1 Introduction9.2 Discussion of Lexical Ambiguity Resolution Theories9.2.1 L2 Processing of Homographs:The Ordered-Access Model9.2.2 L2 Processing of Metonymic Polysemy:Specified,Not Underspecified9.2.3 Comparison of the Processing of Different Ambiguous Words9.3 L2 Lexical Ambiguity Resolution and Reading Comprehension9.4 SummaryChapter 10 Conclusions10.1 Introduction10.2 Conclusions10.2.1 Conclusions about the Experiments10.2.2 A Unified Picture for L2 Resolution of Lexical Ambiguity10.3 Limitations and Suggestions for Future Studies10.3.1 Limitations10.3.2 Suggestions for Future Studies10.4 Implications10.4.1 Theoretical Implications10.4.2 Pedagogical Implications10.5 SummaryBibliographyAppendicesAppendix A:Ambiguous Words for JudgmentAppendix B:A Sample of Materials Used in Preparatory Study IIAppendix C:Dominance and Familiarity of the Ambiguous MeaningsAppendix D:Primes with Sentential Contexts and Their TargetsAppendix E:The Sense Relatedness QuestionnaireList of Tables3-1 Experimental Materials Used in Swinney(1979)3-2 Example Sentences Used in Frazier & Rayner(1990)3-3 Sample Sentences Used in Pickering & Frisson(2001)5-1 Kinds of Evidence Adduced by Croft5-2 Predictions of Experiment One5-3 Predictions of Interference Effects of Experiment Two6-1 Word Length and Frequency of Related and Unrelated Primes6-2 Tests of Word Length of Related and Unrelated Primes6-3 Tests of Frequency of Related and Unrelated Primes6-4 Participant Data in Terms of Age and Language Skills6-5 Results of One-Way ANOVA Tests of Participants'Data between 200 ms Group and 500 ms Group6-6 Results of One-Way ANOVA Test of Participants'Data between High and Low Proficiency Group6-7 Sample Materials for Experiment One6-8 Distribution of Participants and Experiment Trials6-9 Data Deleted due to Incorrect Response,Outliers and Unknown Meanings6-10 Mean RT(ms),SD(ms)and Errors by SOA,Subject Group,Frequency,Ambiguity Type and Sentence Type6-11 Tests of Within-Subjects Effects(by participants)6-12 Tests of Between-Subjects Effects(by participants)6-13 Tests of Between-Subjects Effects(by items)6-14 Tests of Within-Subjects Effects(by items)6-15 The Results of Step-down Analysis of Relatedness by Dominance and Context(By participants)6-16 The Results of Step-down Analysis of Relatedness by Dominance and Context(By items)6-17 Priming Patterns across Proficiency Group and SOA Condition7-1 Participants'Data in Terms of Age and Language Skills7-2 Results of One-Way ANOVA Tests of Participants'Data between 200 ms and 500 ms7-3 Results of One Way ANOVA Tests of Participants'Data between High and Low Proficiency Group7-4 A Sample of Materials for Experiment Two7-5 Data Deleted Due to Outliers and Unknown Meanings7-6 Mean RTs(ms)to Related and Unrelated Targets across Proficiency,ISI,Ambiguity Type and Dominance7-7 Tests of Within-Subjects Effects(by participants)7-8 Tests of Between-Subjects Effects(by participants)7-9 Tests of Within-Subjects Effects(by item)7-10 Tests of Between-Subjects Effects(by item)7-11 Step-down Analysis of Relatedness for Homograph Targets(by participants)7-12 Step-down Analysis of Relatedness for Homograph Targets(by items)7-13 Step-Down Analysis of Relatedness for Metaphoric Polysem Targets(by participants)7-14 Step-down Analysis of Relatedness for Metaphoric Polysem Targets(by items)7-15 Step-down Analysis of Relatedness for Metonymic Polysem Targets(by participants)7-16 Step-down Analysis of Relatedness for Metonymic Polysem Targets(by items)7-17 Mean PC(percentage of correctness)and SD by ISI,Proficiency,Meaning Frequency and Sentence Type7-18 One-Sample Kolmogorov-Smirnov Test of Normality(by participants)7-19 One-Sample Kolmogorov-Smirnov Test of Normality(by items)7-20 Results of Wilcoxon Sign Ranks Test for the By-Participants Data7-21 Wilcoxon Sign Ranks Test or ANOVA Test for the By-Items Data7-22 Interference Patterns Obtained from RT and PC Analysis8-1 Mean Scores across Proficiency and Ambiguity Type8-2 Results of ANOVA Tests of Between-Subjects Effects8-3 Analysis of Variance of the Scores for the Low Proficiency Group8-4 Analysis of Variance of the Scores for the High Proficiency Group8-5 Post Hoc Tests for Data of Low Proficiency Group8-6 Post Hoc Tests for Data of High Proficiency Group8-7 Analysis of Variance of Scores for Homonymy between Low and High Proficiency Group8-8 Analysis of Variance of Scores for Metaphoric Polysemy between Low and High Proficiency Group8-9 Analysis of Variance of Scores for Metonymic Polysemy between Low and High Proficiency GroupList of Figures1-1 Classification of Lexical Ambiguity2-1 Processing Modules in the Distributed Memory Model(Masson,1995:5)2-2 Word Recognition in Forster's Search Model3-1 A Continuum of the Five Models5-1 Croft's Representation Model of Ambiguous Words5-2 Tuggy's Model of Polysemic Representation5-3 A Model of Homonymy and Polysemy Representation5-4 An Alternative Model of Ambiguous Representation5-5 A Developmental Model of Chinese EFL learners'Ambiguous Representation6-1 A Sample of E-Prime Program of Experiment One8-1 A Developmental Model of EFL Ambiguous Representation9-1 L2 Representation of Homonymy9-2 L2 Representation of Metonymic Polysemy9-3 A High-Quality Representation for the Word Gate(Cited from Perfetti & Hart,2002:70)

章節(jié)摘錄

　　A further consideration about the individual words in the context is that such words may directly prime a target， speeding up responses to it （Simpson & Krueger， 1991）. According to this hypothesis， accessis context insensitive， and in a priming paradigm， the ambiguous word will effectively prime the related targets regardless of context.One problem of this hypothesis is that lexical priming is short-lived，and unless the relevant word immediately precedes the ambiguity， itis most unlikely that it can exert an effect on the target （Neely， 1991）.Furthermore， Tabossi's （1988） findings suggested that the selective.effects after the constraining contexts were not produced by individ-ual words assoaated with the dominant meaning of the ambiguity and corroborate the hypothesis of a genuine effect of context. In gen-eral， there are findings in the literature that suggest that the effect of context cannot be reduced to lexical phenomena.　　More recently， there arises a dispute on the effect of contextualstrength between two currently developed models： the reordered ac-cess model and the context-sensitive model （Binder， 1999; Binder &Rayner， 1998; Kellas & Vu， 1999）. According to both models， relativemeaning frequency and contextual bias are important variables in the resolution of lexical amloiguity. Two important findings have emergedby the reordered access model. First， when readers encounter a bal-anced ambiguous word （a word with two equally frequent in terpreta-tions） in a neutral context， they look at that word longer than at a con-trol word that is matched on length and frequency.　　……

編輯推薦

　　《中國英語學習者歧義詞表征與加工研究》目前的研究主要探討母語的詞匯歧義消解過程，二語習得者的詞匯歧義消解過程還沒有得到應(yīng)有的重視；另外，按照理論語言學的解釋，歧義詞應(yīng)該包括同形異義詞（homograph）、同音異義詞（homop}lone）和多義詞（polvsems）。多義詞有可分為隱喻性多義詞和轉(zhuǎn)喻性多義詞。目前的研究討論了同形異義詞和同音異義詞的歧義消除，很少提及多義詞的歧義消除。當然這也是本書著重解決的問題?！吨袊⒄Z學習者歧義詞表征與加工研究》從詞匯語義表征形成與發(fā)展的角度，探討了中國英語學習者在詞匯表征建構(gòu)的不同階段、詞匯多義不同緯度（三種歧義詞）的通達特征。它由十章組成。除了第一章的“導言”和第十章的“結(jié)論”以外，其他八章為本書的主體。

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