Comesaña Montserrat, Perea Manuel, Piñeiro Ana, Fraga Isabel
Universidade do Minho, Instituto de Educação e Psicologia, Campus de Gualtar, Braga 4710-057, Portugal.
J Exp Child Psychol. 2009 Sep;104(1):22-33. doi: 10.1016/j.jecp.2008.10.004. Epub 2008 Dec 11.
A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550-568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369-383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2-L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect-a conceptual effect-in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2-L1 method. The implications of these findings for models of bilingual memory are examined.
双语研究中的一个有争议的问题是，在第二语言（L2）学习的早期阶段，进入概念系统是否涉及第一语言（L1）词汇表征的中介作用[克罗尔，J.F.，& 斯图尔特，E.（1994）。翻译和图片命名中的类别干扰：双语记忆表征之间不对称联系的证据。《记忆与语言杂志》，33，149 - 174]，还是从L2单词直接进入概念系统[阿尔塔里巴，J.，& 马西斯，K.M.（1997）。第二语言习得中的概念和词汇发展。《记忆与语言杂志》，36，550 - 568；芬克拜纳，M.，& 尼科尔，J.（2003）。第二语言单词学习中的语义类别效应。《应用心理语言学》，24，369 - 383]。本文的主要目标是研究在儿童群体中，即使只经过一次L2词汇学习，是否有可能为L2单词创建概念表征。此外，我们通过考察两种不同的L2学习方法的效果来进行研究：L2 - L1联想学习与L2 - 图片联想学习。采用翻译识别任务来测试在不同条件下语义相关对和无关对之间是否存在差异（即语义干扰效应）。结果显示，在儿童仅经过一次词汇学习后就出现了显著的语义干扰效应——一种概念效应。重要的是，L2 - 图片方法产生的语义干扰效应比L2 - L1方法更大。本文探讨了这些发现对双语记忆模型的启示。
