CAJ | 학술논문

本研究使用跨语言语义分类任务探查了不熟练汉英双语儿童概念表征的特点，被试为从小学一年级开始学习英语的小学三年级、五年级和初中一年级学生。结果发现，三年级被试的语义分类反应只有在目标词为第一语言时，受到范畴语言的影响。五年级被试的语义分类反应只有当目标词为第二语言时受到范畴语言的影响，初中一年级被试的反应不受范畴语言影响。这些结果表明，不熟练汉英双语儿童的第二语言词能够直接通达概念表征，随着年级的升高，第二语言词和概念间的联系增强，这种通达能力也逐渐由弱变强。
본연구사용과어언어의분류임무탐사료불숙련한영쌍어인동개념표정적특점，피시위종소학일년급개시학습영어적소학삼년급、오년급화초중일년급학생。결과발현，삼년급피시적어의분류반응지유재목표사위제일어언시，수도범주어언적영향。오년급피시적어의분류반응지유당목표사위제이어언시수도범주어언적영향，초중일년급피시적반응불수범주어언영향。저사결과표명，불숙련한영쌍어인동적제이어언사능구직접통체개념표정，수착년급적승고，제이어언사화개념간적련계증강，저충통체능력야축점유약변강。
This study aims to explore the features of conceptual representation by using semantic categorization task. Subjects were nonproficient Chinese-English bilingual children from grades three and five in primary school and grade seven in junior middle school. The main findings are that grade three subjects＇ categorization reactions were influenced by the languages of category names only when the target word language was L1, that grade five subjects＇ reactions were influenced by the languages of category names only when the target word language was L2, and the junior students＇ reactions were not influenced by the languages of category names. These results indicated that the L2 words in the memory of nonproficient bilingual Chinese-English children could access concept representation; the link between L2 words and concepts was increased and L2 word＇s concept-access ability enhanced with the L2 proficiency.