不同母语类型留学生表达汉语句子的比较

以汉语句式为测试材料,研究留学生母语是否影响他们习得汉语的问题。结果发现,留学生在主动宾句、主谓谓语句/领属句、主谓谓语句（受事主语句）和“把”字句2上的成绩表现出与其母语类型相关的规律性,母语是英语的留学生与母语是日语和韩语的留学生有显著差异。与母语语法规则接近的汉语句式较易掌握,反之就较难。这一结果提示,母语语法影响留学生习得汉语语法,在初等汉语水平阶段需要按授课对象的母语类型组织教学。     

印尼留学生汉语主动句被动句命题表征项目顺序

采用句子-图形验证任务初步探讨了不同汉语水平的印尼留学生理解汉语主动句、被动句所形成的命题表征中的项目顺序特点。结果表明,初级汉语水平印尼留学生理解汉语主动句、被动句后所建构的命题表征中项目顺序均为“受事→施事”;中级汉语水平印尼留学生理解汉语主动句所形成的命题表征项目顺序为“施事→受事”,而其理解汉语被动句所形成的命题表征项目顺序为“受事→施事”。母语主动句、被动句的理解特点影响印尼留学生汉语主动句、被动句命题表征项目顺序;这种影响作用与其汉语水平有一定的关系。     

外国留学生对汉语句子中补语认知的实验研究

采用语言实验方法,探索外国留学生的母语和汉语输入在习得中作用问题。选择了母语为英语、日语和韩语,汉语水平为初等的留学生为被试。研究发现,母语在习得汉语的前期有重要作用。母语相关语言规则与汉语补语差别最大的留学生,他们对汉语补语不同水平间差别反应的敏感性最高;差别最小的,敏感性最低;介于其间,则敏感性为中等。此外,汉语输入对习得也有作用,其难易影响习得的效果。     

印尼留学生汉语句子产生中的跨语言句法启动

采用图片描述范式探讨了不同年级印尼留学生汉语句子产生中的跨语言句法启动效应。结果发现,印尼语主动句启动条件下中年级印尼留学生没有产生跨语言句法启动,而高年级印尼留学生产生了跨语言句法启动;印尼语被动句启动条件下中、高年级印尼留学生均产生明显的跨语言句法启动。本研究结果初步表明,印尼留学生印尼语－汉语间跨语言句法启动与词序无关而与汉语水平有关。即使启动句为词序不同的印尼语被动句时,也能产生印尼语－汉语间跨语言句法启动。中年级印尼留学生句法表征中母语句法特征占优势,高年级印尼留学生句法表征中母语和汉语两种句法     

维-汉双语词句阅读顺序对阅读速度的影响

该研究通过采用维-汉两种语言不同书写顺序呈现的词组和句子为实验材料,考察其对维-汉双语者阅读加工速度的影响,为了解维-汉语阅读加工的规律,推动西部双语教学提供科学依据。研究结果表明:(1)在词组水平,对维语的加工速度显著快于汉语,顺意阅读的加工速度要显著快于逆意,按加工速度的快慢顺序为:维语顺意,维语逆意,汉语顺意和汉语逆意词组;(2)在句子水平,维-汉语之间的加工速度无差异显著,但顺意加工速度要显著快于逆意阅读,其快慢顺序为:维语顺意,汉语顺意,汉语逆意和维语逆意句子。这表明词组与句子水平的阅读顺序在不同语言对阅读速度有不同的影响。     

基于ERP的二语句子加工过程的认知神经机制研究进展及其启示

二语句子加工认知神经机制的研究尚处于验证和探索阶段,基本上还集中于对一语和二语的语义违例与句法违例反应的比较,更缺乏动态的二语句子加工认知神经机制的研究。仅就二语语义加工而言,所得结果充满矛盾,这可能与二语习得年龄有关。就二语句法加工研究而言,二语学习者显示出依赖于二语学习年龄的不同模式。同时,二语的句法加工过程依赖于二语和一语的相似性与相异性。其深层原因可能意味着存在一语和二语之间的句法通达问题。为此,应当系统考察语义通达程度和句法通达程度的系统变化对二语加工加工可能会造成怎样的影响,同时应开展以某种语言（如汉语）的母语者其二语（如英语）句子加工认知神经机制和以前者的二语（如英语）母语者为被试开展以前者的母语（如汉语）为二语的句子加工认知神经机制的比较研究。     

语音超文本系统中锚点标记方式的比较研究

近年来。语音超文本系统中超链接锚点的标记方式成为该研究领域的一个热点问题。笔者在设计参数优化基础上对语音超文本系统中常见的两种超链接锚点标记方式——言语相关标记与非言语相关标记进行比较研究,旨在为语音超文本界面中超链接锚点标记的设计提供适宜的参数。实验在模拟的语音超文本系统中进行,以链接词检测率、句子理解正确率和主观评价作为评价绩效的指标,结果发现,(1)男女声变调的言语相关标记方式下对链接词的检测率和主观评价均优于全词标记和尾字标记两种非言语相关标记方式,但上述三种标记方式对句子理解均无显著影响;(2)采用非言语相关标记时,链接词在句中的位置显著影响其检测率。根据上述结果,笔者推荐男女声变调标记可作为语音超文本链接词标记的首选方式。     

母语为韩语的汉语学习者加工“V+N1+的+N2”歧义结构的眼动研究

以28名母语为韩语的汉语学习者和28名汉语母语者为被试,运用眼动技术,阐释汉语作为第二语言的句子加工机制。研究发现:在句法歧义结构加工过程中,语义和语境在早期加工阶段即时起作用,符合句子加工理论中的相互作用模型和基于制约的模型。在本实验中,母语为韩语的汉语学习者汉语水平接近汉语母语者水平,其L2句子晚期加工也与汉语母语者趋于一致,符合L2句子加工的会聚假设。母语为韩语的学习者汉语句子加工是限制性并行的,符合相互作用模型和基于制约的模型。     

量词肯定句和否定句的理解

本研究试图探索人们对舍有“所有”、“每一个”、“有一些”等量词的肯定句、否定句和双重否定句的理解。要求成人被试尽快判断呈现在计算机屏幕上的句子和哪一幅图画的内容相符。结果表明,影响反应时的因素为(1)句子的表层结构和它的底层意义的一致程度;(2)句子的意义和从图画中得出的命题的一致程度;(3)句子中使用的量词。结果还表明,否定句的判断时间不一定全都比肯定句的长。     

第二语言句子加工的ERP研究

研究者对第一语言句子加工的事件相关电位(ERP)进行研究,提出了句子加工三阶段模型及对应的ERP成分。第二语言(L2)句子加工的ERP研究结果很不一致。首先,从句子加工的ERP反应模式上来看,大多数研究发现L2学习者的ERP反应模式和母语者有质的差异,少数研究发现L2学习者加工L2句子的ERP模式类似母语者,但其反应的时间进程、波幅或分布与母语者有显著差异。被试的学习年龄、熟练程度以及学习者的两种语言的相似性程度可能是影响第二语言句子加工ERP反应的主要因素。     

藏语母语者汉语词汇识别的眼动研究

采用眼动技术,通过两个实验考察了藏语母语者在不同语境中阅读汉语句子时,字形、语音信息在词汇识别中分别发挥的作用以及词频效应。结果发现：（1）在高限制性句子语境中,字形和语音共同作用;（2）在低限制性句子语境中,语音作用显著;（3）词频效应出现在高限制性语境的晚期,以及低限制性语境的中期和晚期。该结果表明,在藏语母语者阅读汉语的过程中,句子语境影响词汇识别过程中字形、语音的作用及作用的时间进程,藏语母语者汉语词汇识别符合双通道理论。     

Listening with an Accent: Speech Perception in a Second Language by Late Bilinguals

The goal of the present study was to examine functioning of late bilinguals in their second language. Specifically, we asked how native and non-native Hebrew speaking listeners perceive accented and native-accented Hebrew speech. To achieve this goal we used the gating paradigm to explore the ability of healthy late fluent bilinguals (Russian and Arabic native speakers) to recognize words in L2 (Hebrew) when they were spoken in an accent like their own, a native accent (Hebrew speakers), or another foreign accent (American accent). The data revealed that for Hebrew speakers, there was no effect of accent, whereas for the two bilingual groups (Russian and Arabic native speakers), stimuli with an accent like their own and the native Hebrew accent, required significantly less phonological information than the other foreign accents. The results support the hypothesis that phonological assimilation works in a similar manner in these two different groups.     

Assessment of stuttering in a familiar versus an unfamiliar language

The present study investigated how well individuals knowledgeable about stuttering are able to make disfluency judgments in clients who speak another language than their own. Fourteen native speakers of Brazilian Portuguese identified and judged stuttering in Dutch speakers and in Portuguese speakers. Fourteen native speakers of Dutch identified and judged stuttering in Brazilian Portuguese speakers and in Dutch speakers. It was found that judges can make similar level of judgment in a native and a foreign language, and that native and foreign judges can make similar level of judgment irrespective of native/foreign differences. It was also found, however, that the Dutch judges performed significantly better in identifying native stutterers than foreign stutterers. And for the identification of nonstutterers, both panels performed better in their native language than in the foreign language, and in their native language they both performed better than the other panel. Both the Brazilian Portuguese and the Dutch speaking panel were generally also less confident, and found identification of stuttering more difficult in the foreign language than in the native language. In addition, when asked for the characteristics that helped them identify stutterers, they provided more detail in the native language than in the foreign language. Also a number of differences were found between the two panels which may be due to differences in training or cultural background. The implications of the findings for clinical practice and for future research in this area are discussed. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) describe how language influences the identification of a speech disorder such as stuttering, and (2) list, and (3) define behaviors that help to identify stuttering in a foreign language.     

Working memory and second language accent acquisition

We explored the proposal that overt repetition of verbal information improves the acquisition of a native accent in a second language. Mandarin‐speaking Chinese learners of English were recorded while repeating and reading out English sentences before and after one of three treatments: (a) repeating native English sentences subvocally, “covert repetition,” (b) repeating sentences out loud, “overt repetition,” and (c) unfilled time of comparable duration. The sentences were rated by English speakers for their nativeness, fluency, and intelligibility. Overt repetition improved accent rating for readout sentences. Covert repetition did not. Neither condition improved accent rating for repeated sentences, suggesting that immediate repetition depends on temporary rather than long‐term representations. Our results provide some support for the use of overt repetition in accent learning. From a theoretical perspective, an interpretation is proposed in terms of a separation between phonological and articulatory coding within the phonological loop component of working memory.     

句法预测对句子理解影响的眼动实验

实验采用眼动技术实时考察了句子阅读理解过程中的句法预测效应和并列句的结构表征特点。眼动数据分析发现：(1)有无句法预测没有明显影响名词短语区域的加工, 不同眼动指标差异不显著; (2)有无句法预测显著影响被试对包含暂时局部歧义的关键区和具有解歧作用的关键后区域的阅读理解, 首次注视时间、第一遍阅读时间、回视路径时间和第一遍回视率明显减少。眼动研究表明, 暂时局部歧义句子阅读理解过程中表现出明显的句法预测效应, 有句法预测降低了局部歧义区域和解歧区域早期和晚期加工的难度; 和英语的短语并列优先法则不同, 汉语并列句子的结构表征出现分离现象, 即短语并列和句子并列。     

Eye movements of second language learners when reading spaced and unspaced Chinese text

The effect of spacing in relation to word segmentation was examined for four groups of non-native Chinese speakers (American, Korean, Japanese, and Thai) who were learning Chinese as second language. Chinese sentences with four types of spacing information were used: unspaced text, word-spaced text, character-spaced text, and nonword-spaced text. Also, participants' native languages were different in terms of their basic characteristics: English and Korean are spaced, whereas the other two are unspaced; Japanese is character based whereas the other three are alphabetic. Thus, we assessed whether any spacing effects were modulated by native language characteristics. Eye movement measures showed least disruption to reading for word-spaced text and longer reading times for unspaced than character-spaced text, with nonword-spaced text yielding the most disruption. These effects were uninfluenced by native language (though reading times differed between groups as a result of Chinese reading experience). Demarcation of word boundaries through spacing reduces non-native readers' uncertainty about the characters that constitute a word, thereby speeding lexical identification, and in turn, reading. More generally, the results indicate that words have psychological reality for those who are learning to read Chinese as a second language, and that segmentation of text into words is more beneficial to successful comprehension than is separating individual Chinese characters with spaces.     

Memory for non-native language: The role of lexical processing in the retention of surface form

Research on memory for native language (L1) has consistently shown that retention of surface form is inferior to that of gist (e.g., Sachs, 1967). This paper investigates whether the same pattern is found in memory for non-native language (L2). We apply a model of bilingual word processing to more complex linguistic structures and predict that memory for L2 sentences ought to contain more surface information than L1 sentences. Native and non-native speakers of English were tested on a set of sentence pairs with different surface forms but the same meaning (e.g., “The bullet hit/struck the bull's eye”). Memory for these sentences was assessed with a cued recall procedure. Responses showed that native and non-native speakers did not differ in the accuracy of gist-based recall but that non-native speakers outperformed native speakers in the retention of surface form. The results suggest that L2 processing involves more intensive encoding of lexical level information than L1 processing.     

Age and understanding speakers with Spanish or Taiwanese accents

This pilot study concerned the intelligibility of accented speech for listeners of different ages. 72 native speakers of English, representing three age groups (20-39, 40-59, 60 and older) listened to words and sentences produced by native speakers of English, Taiwanese, and Spanish. Listeners transcribed words and sentences. Listeners also rated speakers' comprehensibility, i.e., listeners' perceptions of difficulty in understanding utterances, and accentedness, i.e., how strong a speaker's foreign accent is perceived to be. On intelligibility measures, older adults had significantly greater difficulty in understanding individuals with accented speech than the other two age groups. Listeners, regardless of age, were more likely to provide correct responses if they perceived the speaker easier to understand. Ratings of comprehensibility were highly correlated with ratings of accentedness.     

What's different in second-language processing? Evidence from event-related brain potentials

German sentences which were either correct, contained a selectional restriction violation, or a word category violation were presented auditorily to 16 native speakers of German (L1 group) and to 16 native speakers of Russian, who had learned German after the age of 10 (L2 group). Semantic violations elicited an N400 effect for both groups, but with a reduced amplitude and a longer peak latency in the L2 group. Compared to correct sentences, sentences with a phrase structure violation elicited an early anterior negativity followed by a broad centro-parietal positivity in native speakers. By contrast, there was no differential modulation of the early anterior negativity in the L2 group. A late positivity was also elicited in the second language learners, but it was slightly delayed compared to that shown by native speakers. This pattern is discussed in terms of different degrees of automaticity with respect to the subprocesses involved in sentence comprehension.