CAJ | 학술논문

以维吾尔族大学生为研究对象，采用跨语言启动条件下的真假词汇判断任务，变换启动词与目标词的关系类型和语言种类，考察了汉-维、英-维、英-汉等三种语言词汇之间的语义通达模式。结果发现，维-汉-英三语者的三种语言词汇之间的联结模式为：熟练的第二语言词汇是直接通达语义；非熟练的第三语言词汇既可借助母语词汇也可借助汉语词汇来通达语义。除此之外，被试的二语（汉）和三语（英）熟练水平和语言间的相似性是影响二语和三语词汇通达语义的主要原因。
이유오이족대학생위연구대상，채용과어언계동조건하적진가사회판단임무，변환계동사여목표사적관계류형화어언충류，고찰료한-유、영-유、영-한등삼충어언사회지간적어의통체모식。결과발현，유-한-영삼어자적삼충어언사회지간적련결모식위：숙련적제이어언사회시직접통체어의；비숙련적제삼어언사회기가차조모어사회야가차조한어사회래통체어의。제차지외，피시적이어（한）화삼어（영）숙련수평화어언간적상사성시영향이어화삼어사회통체어의적주요원인。
A lot of the Uyghurs, the ethnic minority people in Xinjiang China, speak three languages, Uyghur, Chinese and English. As they learn three languages at different times, in different orders, and the three languages have different characteristics at the lexieal level, the lexical link they encounter will be different from that of trilinguals of other languages. This study investigated the lexicon of the three languages and how Uyghur-Chinese-English trilinguals access the semantic systems . The subjects were 32 Uygur sophomores and juniors in Xinjiang Normal University. Their first language is Uyghur, alphabetic writing, their second language is Chinese, which is ideographic and proficient, and their third language is English, which is alphabetic writing and unproficient. We used the cross -language priming lexical decision taski There were three small studies in this study. According to different positions of the stimulus and target word, each small study included three experiments, L2 priming LI, L3 priming L1, 13 priming L2. In Study One there was a translation relationship between stimulus words and target words, for example ＂school——学校＂. In Study Two there were semantically related relationships between stimulus words and target words, for example ＂deep ——浅＂. In Study Three the relationship between stimulus words and target words was that the target words which had a lexical character similar to the translation words of stimulation, for example ＂fast 1——快＂. The analysis of reaction time showed that in Study One, which was a translation relationship between priming and target words, significant priming effects were obtained from all three experiments. It shows that the subject＇ s second and third language vocabulary can access the semantic system directly or through proficient lexical representation of language; in Study Two, which was a semantically related connection between priming and target words, a significant priming effect was obtained only in L2 priming L1, but not in 13 priming L1 and L3 priming L2. It shows that the subject＇ s second language vocabulary can access the semantic system directly, but their third language cannot. In Study Three, in which the target words had a similar lexical character with the translation word of stimulation, significant priming effects were obtained in L3 priming L1 and 13 priming L2, but not in L2 priming L1. It shows that the sub- ject＇ s third language vocabulary can access the semantic system by depending on first language and second language vocabulary. These results show that for Uyghur-Chinese-English trilinguals, their proficient second language can directly access the semantic system, but their unproficient third language relies on the first and second languages＇ lexical representation to access the semantic system. In addition, the present research maintains that a subject＇ s proficiency of second and third languages and their similarity are the main factors affecting the access to the semantic system of their second and third languages.