COGNITIVE PROCESSES IN SECOND LANGUAGE ACQUISITION

这项研究的目的是为了了解自然界中 记忆中单词和概念之间的映射功能。 拟议的研究具体涉及的经验， 新手成人双语。 我们认为因为这些成年人 在内存中已经有了一组丰富的互连， 他们的第一语言的单词和概念， 掌握第二种语言可能会揭示这些工作原理， 记忆系统比第一语言的研究更清晰 概念和词汇的习得是 必然相关。 为了实现这一目标，我们首先描述一组 初步实验表明，从词汇到 第二语言的概念加工 专业知识两组实验然后解决这个概念 第二语言学习者的转变，通过比较新手和更多 专家bilingulas在命名翻译和启动任务，第一 一组实验研究了 表征和过程的特征， 流利的双语 第二组实验是关于 与那些调解观察到的概念转变的因素。 三种不同的可能性被认为是单独或在 预计这些组合将影响向概念性的转变， 第二语言的处理增加了词汇量， 第二语言句法习得与句法层次 第二语言的过程和抑制 与第一语言相关的自动性。 的结果 这些实验将对 词汇和概念记忆的模式的收购， 新的技能在成年和第二语言教学。

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.