Trofimovich Pavel
Department of Education/TESL Centre, Centre for the Study of Learning and Performance, Concordia University, 1455 de Maisonneuve Blvd. West, Montreal, QC, Canada, H3G 1M8.
J Psycholinguist Res. 2008 Sep;37(5):309-29. doi: 10.1007/s10936-008-9069-z. Epub 2008 Mar 11.
With a goal of investigating psycholinguistic bases of spoken word processing in a second language (L2), this study examined L2 learners' sensitivity to phonological information in spoken L2 words as a function of their L2 experience and attentional demands of a learning task. Fifty-two Chinese learners of English who differed in amount of L2 experience (longer vs. shorter residence in L2 environment) were tested in an auditory word priming experiment on well-known L2 words under two processing orientation conditions (semantic, control). Results revealed that, with more L2 experience, learners become more sensitive to phonological detail in spoken L2 words but that attention to word meaning might eliminate this sensitivity, even for learners with more L2 experience.
本研究旨在探究第二语言（L2）口语单词加工的心理语言学基础，考察了L2学习者对L2口语单词中语音信息的敏感性，该敏感性是其L2经验和学习任务注意力需求的函数。52名在L2经验量上存在差异（在L2环境中居住时间较长与较短）的中国英语学习者，在两种加工取向条件（语义、控制）下，针对知名L2单词进行了听觉单词启动实验。结果显示，随着L2经验的增加，学习者对L2口语单词中的语音细节变得更加敏感，但对单词意义的关注可能会消除这种敏感性，即使对于L2经验较多的学习者也是如此。
