基于不同二语水平二语心理词汇网络与汉译英译入语词汇（搭配）提取相关性探讨

本文是从认知心理学角度进行的一项描述性的实证研究,旨在探索和描述基于二语(本文指英文)水平的二语心理词库组织和汉译英译入语(搭配中)词汇提取效率的相关性。本文首先回顾了心理词库研究方法(WAT),语义网络理论,二语心理词库发展和组织的相关研究,并先容了词汇提取的相关研究及理论。作者鉴戒了词汇提取中语义激活扩散理论和抑制机制,提出词汇提取的非特定/目标词汇假设(nonspecific/targetwordhypothesis),即词汇提取是心理词库中多个语义相关词的激活过程中对无关竞争词汇的抑制,直至选出目标词汇(胜出者),然后作者引入翻译的认知信息处理过程模型并依此提出了本研究的理论框架。本文进一步提出了本研究的初步假设:随着二语水平的提高,英语学习者的二语心理词库中的语义网逐步完善和成熟,而完善的语义网络影响或有助于汉译英译入语产出过程中词汇(搭配)提取效率的提高。本文通过实验试图回答以下三个问题:1.不同二语水平中国英语学习者的二语心理词汇网络组织是否存在差异?假如是,高低二语水平学习者语义网络的发展有何差异?2.汉英转换译入语词汇(搭配)提取效率是否随着二语水平的提高而提高?假如是,高低二语水平学习者的提取速度,正确性和提取特征有何差异?3.二语心理词库组织(语义网)与汉英转换译入语词汇(搭配)提取有无相关性?假如有,词汇(搭配)提取与心理词库中语义联结存在多大程度的相关性?实证研究部分包括两大实验:限制性词汇联想实验和词汇搭配汉译英测试。联想实验在课堂上以书面形式完成,而词汇翻译测试在电脑上完成,程序自动计算词汇提取的反应时(Reactiontime)并保存结果。参加测试的为60名学生:英语专业三年级中筛选出的前30名学生(参考英语专业四级成绩)和新生中筛选出的后30名学生(参考高考英语成绩),他们分别被视为高低两个水平组。实验结果表明:1.不同英语水平的中国英语学习者的二语心理词库组织存在明显的差异,即二语心理词库中的语义网络随着英语水平的提高逐步完善和成熟。高水平学习者的二语心理词库以语义联结为主,语义网络比较完善成熟(丰富的纵聚合和搭配性强的横组合);反之,由于受到大量语音和非语义联结的阻碍,低水平学习者二语心理词库中语义网络发展滞后(贫乏的纵聚合和低质的横组合)。2.随着二语水平的提高,英语学习者汉译英译入语词汇(搭配)提取效率趋于提高。高水平学习者能以更快的速度从词库中提取目标词,而且提取的词更正确,更符合搭配的地道性;反之,低水平学习者提取的速度较慢,用词正确性低,更倾向于借用上义词,近义词和翻译对等词。3.二语心理词库的组织与译入语词汇(搭配)提取的效率存在相关性,即二语心理词库中的语义网越完善和成熟,学习者能越快越正确地提取目标词汇。一方面,纵横交错,联结紧密的语义联结能够在语义网络中激活更多的候选词和语义相关词,而且激活扩散的路径更为畅通,更为快速;另一方面,横组合中的较强的搭配性联结能抑制过度激活的竞争词或过滤一些干扰词,使目标词的提取更为快捷,同时也更符合搭配的地道性;而对于一些结伴储存的限制性较高的搭配,目标词的提取甚至可以接近自动化。作者在翻译认知信息处理的框架下,从二语心理词库发展模式,语义网络表征以及词汇提取的激活抑制机制的角度对实验结果的可能原因进行了探讨.基于上述结果,作者尝试构拟出认知信息处理框架下的汉译英译入语词汇(搭配)提取的认知心理学模型。最后,作者对外语教学提出了相关教学建议:教师在二语词汇教学中应重视心理词库组织中语义网的作用,帮助学生有意识地运用语义联结重组二语词汇,尤其重视从搭配限制角度来学习辨析近义词。此外,作者指出本研究存在的局限性,并对今后二语心理词汇研究提出了建设性意见。【关键词】：二语心理词汇网络语义网二语水平词汇提取搭配
【论文提纲】：Acknowledgements4-5Abstract5-8中文摘要8-13ListofFigure13-14ListofTable14-15ChapterOneIntroduction15-201.1Orientationandkeyresearchquestions151.2Rationaleforthepresentstudy15-171.3Significanceofthestudy17-181.4Layoutofthethesis18-20ChapterTwoLiteratureReview20-382.1Notionofmentallexicon20-212.2Researchmethod:wordassociationtest21-232.2.1Formandresponses21-222.2.2Strengthsandweaknessesofwordassociationmethod22-232.3SemanticorganizationinL1mentallexicon23-302.3.1Spreadingactivationmodel23-252.3.2Semanticlinksinthementallexicon25-302.3.2.1Paradigmaticrelations25-272.3.2.2Syntagmatic/collocationalrelation27-302.4CurrentstudiesonL2mentallexiconorganization30-322.4.1TheL2mentallexicaldevelopmentalpattern30-312.4.2Phonologicalviewandsemanticview31-322.4.3Lexicalorganizationpatternandlearners’L2proficiency322.5Relevantstudiesonlexicalselection32-372.5.1Conceptoflexicalselection332.5.2Lexicalselectionmechanisinmemory33-362.5.2.1Spreadingactivationmodel34-352.5.2.2Inhibitorycontrolmechani35-362.5.3Lexicalselectionincollocationtranslation36-372.6BriefSummary37-38ChapterThreeTheoreticalframework38-453.1Overview383.2Theoreticalfoundations38-413.2.1Theoperationaldefinitionofcollocation(intranslation)38-393.2.2ThedevelopmentofL2mentallexicalnetwork393.2.3Lexicalselectionofcollocationintranslation39-403.2.4Lexicalselectionmechani:activationandinhibition40-413.2.5Memorysystemofinformationprocessingintranslation413.3Theoreticalframeworkforthepresentstudy41-433.4Variablestobeinvestigatedandtheirworkingdefinitions43-443.5Specificresearchquestions44-45ChapterFourResearchMethodology45-574.1Experimentdesign45-464.2Participants464.2.1Highproficiencylearners464.2.2Lowproficiencylearners464.3ExperimentI46-494.3.1Instrument:guidedwordassociationtest46-484.3.1.1PromptWords:criteriaandVKS47-484.3.1.2Responseswords:quantityandquality484.3.2Procedureanddatacollection48-494.4ExperimentII49-514.4.1Instrument:computer-aidedC-ETranslationtestofword(incollocation)49-504.4.2Procedureanddatacollection50-514.5Dataanalysis51-574.5.1Dataanalysisofguidedwordassociationtest51-544.5.1.1DataClassification51-544.5.1.2Quantitativeandqualitativeanalysisofdata544.5.2DataanalysisofC-Etranslationtestofwordincollocation54-564.5.2.1Speedofwordprocessing(reactiontime)54-554.5.2.2Accuracyofselectedword(scoringsystem)55-564.5.2.3Featuresofwordselectionincollocations564.5.3CorrelationanalysisofL2mentallexiconandwordselectioninC-Etranslationofcollocati56-57ChapterFiveResultsandAnalysis57-715.1ResultsofguidedWATandcomparisonbetweengroups57-635.1.1Overalldistributionofresponsesbytwoproficiencygroups57-595.1.2Comparisonofthedistributionofsemanticandotherresponsesbetweengroups59-605.1.3Comparisonofsemanticlinksbetweenproficiencygroups60-635.1.3.1Comparisonofparadigmaticlinksbetweengroups615.1.3.2Comparisonofsyntagmatic/collocationallinksbetweengroups61-635.2ResultsofwordtranslationtestandcomparisonofwordselectionefficiencybetweenL2proficiencygroups63-675.2.1Comparisonofwordprocessingspeedbetweenproficiencygroups63-645.2.2Comparisonofwordaccuracybetweenproficiencygroups64-655.2.3Analysisofwordselectionfeatureswithinandbetweengroups65-675.3ResultsofcorrelationanalysisofsemanticlinksinL2mentallexicalnetworkandwordselectioninC-Etranslationofcollocation67-715.3.1Quantitativecorrelationanalysisofsemanticlinksandwordselectionefficiencyincollocati67-695.3.2QualitativecorrelationanalysisofsyntagmaticlinksinL2mentallexiconandwordselectionefficiencyincollocation69-71ChapterSixFindings,DiscussionandImplications71-946.1Summaryofmajorfindings71-736.2Discussionofmajorfindings73-846.2.1TherelationshipbetweenL2proficiencyandL2mentallexicalnetwork74-776.2.2TherelationshipbetweenL2proficiencyandwordselectioninC-Etranslationofcollocati77-796.2.3ThecorrelationbetweenL2mentallexicalnetworkandwordselectioninC-Etranslationofcollocation79-846.3TheorizethecognitiveprocessingmodelofwordselectioninC-Etranslationofcollocation84-896.4Conclusions89-906.5Pedagogicalimplications90-926.6Limitationsofthisstudyandsuggestionorfurtherresearch92-94References94-99Appendices99-107AppendixⅠ英语词汇深度调查卷99-101AppendixⅡWordAssociationTest101-103AppendixⅢTranslationTestofWordinCollocation103-105AppendixⅣWordTranslationTestScoresandMeanReactionTimefortheHighandLowGroup105-106AppendixⅤScoresofThreeSampleWordsinWATfortheHighandLowGroup106-107AppendixⅥScoresandReactionTimeofThreeSampleWordsinWordTranslationTestfortheHighandLowGroup107