Mental Lexical Representation among Chinese Japanese Learners in Classroom Learning Environment
To investigate the structure and development of mental lexical representation in the Chinese-Japanese bilinguals under a classroom learning environment,this study employs a Japanese-Chinese translation recognition task,manipulating two independent variables,i.e.,word pair type and second language proficiency level,examines the processing mechanisms of mental lexical representation in the learners at different levels.The findings reveal that both high and low proficiency groups are affected by both orthographic and semantic interference and for the high proficiency group,semantic interference is significantly greater than orthographic interference,while there is no significant difference between the two types of interference for the low proficiency group which suggests that the beginners in Japanese primarily rely on the connections between L2 and L1 equivalent translation words to access concepts,whereas advanced learners can directly access L2 concepts through L2 lexicon,however,they continue to exist in a state where lexical connections and conceptual connections coexist.
NETL
NSTL
万方数据
