外语教学与研究

外语教学与研究 ›› 2021, Vol. 53 ›› Issue (4): 545-557.

• 外语教育（教育部哲学社会科学学报名栏） • 上一篇    下一篇

具身体验促进二语情绪性词汇的学习

金剑 刘思耘 李晔   

  1. 华中师范大学
  • 出版日期:2021-07-20 发布日期:2021-07-12
  • 基金资助:
    本研究受到国家自然科学基金项目“线上学习过程中对话的话轮转换机制研究”（62077025；主持人刘思耘）、“主动型和被动型网络闲逛的形成机制与管理对策研究”（71771102；主持人李晔）以及教育部人文社会科学研究一般项目“语言对客体类别知觉的影响”（16YJA190004；主持人刘思耘）的经费支持。

Embodied experience promotes emotional words processing and representation

JIN Jian, LIU Siyun & LI Ye   

  1. School of Psychology, Central China Normal University, Wuhan 430079, China
  • Online:2021-07-20 Published:2021-07-12

摘要： 语言具身理论认为，二语情绪性词汇的自动化加工水平比母语低的原因是二语学习者在学习过程中缺乏相关的具身体验。本研究以母语为汉语、二语为英语的熟练二语者为受试，通过两个实验探讨汉语作为母语的情绪性信息加工优势以及具身体验能否促进二语情绪性词汇学习的问题。实验1采用经典情绪Stroop范式，考察汉语作为母语的情绪性词汇加工优势。结果发现，即使是熟练的英语二语学习者，他们的汉语情绪性加工优势仍然存在。实验2探讨受试在学习二语新词时，相较于传统学习方式，伴随具身体验的学习方法能否促进二语词汇的加工与表征。该实验结果验证了实验假设，即感知的具身体验确实增强了词汇的学习效果。本文研究结果对二语教学方法的改革与推进有重要启示意义。

关键词: 双语, 情绪性词汇, 情绪Stroop效应, 具身认知, 语言具身理论

Abstract: The theory of language embodiment (Pavlenko 2007) suggests that the lack of related embodied experience in L2 acquisition leads to an inferior processing and representation of the emotional information in L2 words. Based on this theory, two experiments were designed to explore whether there was still a processing advantage of emotional words in Chinese for advanced Chinese-English bilinguals, and whether the embodied experience would facilitate the acquisition of L2 words. Experiment 1 used the classical emotional Stroop effect paradigm to investigate the processing advantage of emotional words in Chinese for advanced English learners. The result indicated that such an effect was indeed found among the participants. Experiment 2 applied embodied experience to the process of the participants’ English learning, and found that such manipulation did facilitate the emotional words processing and representation of L2 word learning. The paper also discussed implications of how to integrate embodied experience into L2 acquisition in classroom practice.

中图分类号: 

  • H319.3