Evolution of verb meanings ln children and L2 adult learners through reorganization of an entire semantic domain: ThR case of Chinese
Evolution of verb meanings ln children and L2 adult learners through reorganization of an entire semantic domain: ThR case of Chinese
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通过整个语义域的重组，儿童和第二语言成人学习者动词含义的演变：汉语 ThR 案例
DOI：
10.1080/10888438.2012.689788
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发表时间：
2013
影响因子：
3.7
通讯作者：
Noburo Saji
中科院分区：
文献类型：
--
作者：
小林貴訓;高野恵利衣;金原悠貴;鈴木亮太;久野義徳;小池智哉;山崎晶子;山崎敬一;佐藤圭一;乾 彰夫;Noburo Saji
一个词的意义不是孤立于其他词而获得的。本文以汉语中的“携带/持有”语义域为研究对象，考察了第一语言学习者和成人第二语言学习者对同一语义域动词意义的学习情况。研究结果表明，二语成年人的动词使用受母语词汇知识的影响较大，他们的词义发展在完全达到本族语成年人的词义之前就停止了。而母语儿童则倾向于在词汇习得的初始阶段依赖于动作的知觉可见特征，然后逐渐学习母语如何用动词对动作进行分类。我们认为，二语学习者需要获得元知识的映射的整个配置相应的词汇域之间的L1和L2和讨论如何阅读在课堂内外可以促进这一进程。
The meaning of a word is not acquired in isolation from other words. This article investigates how first-language (L1) and adult second-language (L2) learners of Chinese learn the meanings of verbs belonging to the same semantic domain, focusing on the semantic domain of “carrying/holding” in Chinese. Results revealed that the verb use of L2 adults is heavily influenced by their lexical knowledge of L1 and that their development of word meanings stops before they fully reach the adult native speakers' word meaning. L1 children in contrast tend to depend on perceptually visible features of actions at the initial stage of lexical acquisition and then gradually learn how their L1 categorizes the actions by verbs. We argue that L2 learners need to attain meta-knowledge about the mapping of the entire configuration of the corresponding lexical domain between L1 and L2 and discuss how reading inside and outside of the classroom could foster this process.