COGNITIVE PROCESSES IN SECOND LANGUAGE ACQUISITION

拟议研究的目标是了解自然和 词汇和概念在记忆中的映射功能。 拟议的研究具体涉及 新手成年双语。我们认为是因为这些成年人 在内存中已经有一组丰富的互连 词汇和概念作为他们的第一语言，这个过程 习得一门第二语言可能会揭示这些语言的工作原理 比研究第一语言更清晰的记忆系统 习得概念和词汇的习得是 必然相关。为了实现这一目标，我们首先描述一套 的初步实验，揭示了从词汇到 第二语言的心理加工与递增 专业知识。然后，两组实验解决了这一概念 通过比较新手和更多的第二语言学习者的变化 在命名翻译和启动任务方面的专家，第一个 一组实验考察了两种方法之间的差异 多多少少的表征和过程 流利的比林古拉。第二组实验涉及到 这些因素促成了观察到的观念转变。 三种不同的可能性被认为是单独的或在 合并预计将影响向概念的转变 第二语言增加词汇量的处理 第二语言的句法习得和句法习得 第二语言的过程和抑制的能力 与第一语言相关的自动性。结果是 这些实验将对理论产生重要的影响 习得模型的词汇记忆和概念记忆 成年期和第二语言教学的新技能。

The goal of the proposed research is to understand the nature and function of the mappings between words and concepts in memory. The proposed studies specifically address the experience of the novice adult bilingual. We argue that because these adults already have a rich set of interconnections in memory between words and concepts for their first language, the process of acquiring a second language may reveal the workings of these memory systems in a clearer way than studies of first language acquisition in which the acquisition of concepts and words are necessarily correlated. Towards this goal, we first describe a set of preliminary experiments which reveal a shift from lexical to coceptual processing of the second language with increasing expertise. Two sets of experiments then address this conceptual shift in second language learners by comparing novice and more expert bilingulas in naming translation and priming tasks, the first set of experiments examines the differences between the representations and processes characteristic of more and less fluent bilingulas. The second set of experiments is concerned with those factors that mediate the observed conceptual shift. Three different possibilities are considered that alone or in combination are expected to influence a shift towards conceptual processing of the second language increasing vocabulary size in the second language acquisition of syntax and sentence-level processes in the second language and ability to inhibit the automaticity associated with the first language. The results of these experiments will have important implications for theories of lexical and conceptual memory for models of the acquisition of new skills in adulthood and for second language instruction.