Zhang Haomin, Zhang Xing, Wang Chichi, Sun Jie, Pei Zhenxia
The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, China.
School of English Studies, Shanghai International Studies University, Shanghai, China.
Front Psychol. 2022 Jun 22;13:869368. doi: 10.3389/fpsyg.2022.869368. eCollection 2022.
This study explored the effect of word knowledge facets (word-general and word-specific knowledge) on second language (L2) Chinese lexical inference by highlighting the moderating effect of language proficiency level and learners' heritage status. L2 Chinese learners with a mixture of linguistic (low-intermediate and high-intermediate) and cultural (heritage and non-heritage) backgrounds completed a series of word-knowledge measurements as well as a lexical inferencing task. Through a moderated path model, the study demonstrated that word-general knowledge (morphological awareness) and word-specific knowledge (vocabulary knowledge) contributed to L2 Chinese lexical inference. In addition, the study underlined the moderating effect of heritage status on the correlation between word knowledge and lexical inference. Given the distinct patterns between heritage and non-heritage learners, morphological awareness may define the characteristics of reading profiles in the Chinese heritage learner population.
本研究通过突出语言熟练程度和学习者的母语背景的调节作用，探讨了词汇知识层面（一般词汇知识和特定词汇知识）对第二语言（L2）汉语词汇推理的影响。具有不同语言（中低级和中高级）和文化背景（母语背景和非母语背景）的汉语第二语言学习者完成了一系列词汇知识测试以及一项词汇推理任务。通过一个调节路径模型，该研究表明，一般词汇知识（形态意识）和特定词汇知识（词汇知识）有助于汉语第二语言的词汇推理。此外，该研究强调了母语背景在词汇知识与词汇推理之间相关性上的调节作用。鉴于母语背景学习者和非母语背景学习者之间的不同模式，形态意识可能决定了汉语母语背景学习者群体阅读概况的特征。
