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The structure of English lexical knowledge of Japanese college students (Japanese text).

机译：日本大学生英语词汇知识的结构（日语文本）。

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摘要

The main purpose of this study is quantitatively and qualitatively to contribute to a better understanding of Japanese students' mental lexicon in English. A total of 89 Japanese college students translated 800 English words into Japanese on a translation test and rated their confidence of knowing each of the test words on a five-point scale. There were five such tests, and responses to 4,000 English words were collected for analyses. The percent correct and the mean degree of confidence were taken as reflecting the ease of learning/processing of each word, and were analyzed to describe the English lexical knowledge of the subjects.; Analyses of the data are as follows. First, a by-subjects analysis of the number of correct translations was conducted to estimate the subjects' English vocabulary size. On average, the subjects knew about 2,700 words. Second, a by-items analysis using various factors revealed that percent-correct data correlated significantly with the degree of confidence, word frequency, word familiarity, age-of-acquisition, meaningfulness, concreteness, and imagery. The effects of these factors combined were found to account for nearly 60% of the knowledge of the subjects' English lexicon. Third, the nature of the error responses were analyzed and discussed. Important findings include the nature of "competitors" which induce errors. Moreover, some of the errors seemed to assume the characteristics of deep dyslexic errors. Fourth, translation processing of English words (N = 60) was compared between spoken and written modes, using the present data and those from a previous study by the author. Results indicated that spoken word translation was more difficult than written word translation due to increased difficulty in word identification, while they correlated significantly. Finally, the processing of isolated words and words in context were analyzed and discussed. It was found that they correlated significantly, but the processing of words in context was much easier than that of isolated words. Possible sources of the context effects were proposed.; In summary, this study presented and analyzed the ease-of-learning/processing values for 4,000 English words and reported several findings. These data could profitably be used in the field of teaching English to Japanese students.
机译：这项研究的主要目的是定量和定性地帮助更好地理解日本学生的英语心理词典。共有89名日本大学生在翻译测试中将800个英语单词翻译成日语，并以五分制对他们知道每个测试单词的信心进行了评估。进行了五次此类测试，并收集了对4,000个英语单词的答复以进行分析。正确率和平均置信度被认为反映了每个单词的学习/处理的难易程度，并进行了分析以描述受试者的英语词汇知识。数据分析如下。首先，对正确翻译的数量进行了主题分析，以估计受试者的英语词汇量。平均而言，受试者知道约2700个单词。其次，一项使用各种因素进行的分项分析显示，正确率百分比数据与置信度，词频，词熟悉度，获取年龄，有意义度，具体性和图像显着相关。研究发现，这些因素的综合作用占受试者英语词典知识的近60％。第三，分析和讨论了错误响应的性质。重要的发现包括诱发错误的“竞争者”的性质。而且，某些错误似乎具有深读困难的特征。第四，使用目前的数据和作者先前的研究数据，比较了英语口语和书面语的翻译处理（N = 60）。结果表明，口头单词翻译比书面单词翻译困难，这是因为单词识别的难度增加，但它们之间存在显着的相关性。最后，分析和讨论了孤立词和上下文中词的处理。发现它们之间存在显着的相关性，但是在上下文中对单词的处理比孤立单词要容易得多。提出了环境影响的可能来源。总而言之，这项研究提出并分析了4,000个英语单词的易于学习/处理价值，并报告了一些发现。这些数据可以有益地用于向日本学生教授英语的领域。

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  • 作者

    Takashima, Hiroomi.;

  • 作者单位

    Hiroshima University (Japan).;

  • 授予单位 Hiroshima University (Japan).;
  • 学科 Education Language and Literature.; Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 262 p.
  • 总页数 262
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 心理学;
  • 关键词

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