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題名:圖像與透明度: 第二外語成語學習的另一取向
作者:林佳儀
作者(外文):Jia-yi Lin
校院名稱:高雄師範大學
系所名稱:英語學系
指導教授:忻愛莉
學位類別:博士
出版日期:2013
主題關鍵詞:視覺圖像成語的記憶成語透明度透明度相對性成語不規則性語意相容性visual imagesretention of idiomstransparency in idiomstransparency relativityirregularity in idiomssemantic compatibility
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成語是在文化及其所生成的年代中約定俗成的慣用表達語,因此對不熟悉該文化的語言學習者而言,成語用詞看似相當不規則。事實上成語的不規則性使得第二外語成語學習相當具挑戰性,也使得第二外語學習者對成語透明度有不一樣的看法。為探討成語不規則性與成語透明度的議題,本論文以成語雙重表現模式理論(Model of Dual Idiom Representation) (Abel, 2003)為基礎進行了兩項實驗。第一項實驗針對三種不同呈現成語的方式在記憶效果上進行比較,目的在測是否同時運用到字彙層(Lexical Level)與概念層表現(Conceptual Level of Representation)的呈現方式會對不規則的成語如顏色成語,提供較好的記憶協助。第二項實驗比較受試者在四種情境下對成語透明度的判斷,目的在探試透明度的判斷是否可被影響。結果顯示相較於口語複述(搭配詞法)與主題字彙組織法,以相關影像搭配簡短口語解釋的方式呈現成語對記憶的效果最佳。至於透明度的判斷,結果顯示以母語或第二外語來呈現成語的意思對受試者於成語透明度的判斷,沒有太大的差異。然而,當受試者事先先對成語及其上下文進行配對之後,受試者對透明度的判斷顯著提高。進一步檢視這些成語及它們的透明度,發現受試者對透明度的判斷可能由成語內部及外部的語意相容性得來。兩實驗的結果指出面對成語之不規則性可以同時運用字彙層與概念層表現的呈現方式來協助學習,並且,成語透明度的判斷不應單單被視為學習者對成語的主觀意見或單純依成語內在特性而定,相反地,成語透明度的判斷來自於學習者與成語間之相互作用。
The fact that idioms are conventionalized expressions determined by the culture and the time when the expressions were formed means that they can appear rather irregular to language learners who are not familiar with the culture. In fact, irregularity in idioms can make L2 acquisition of idiomatic expressions rather challenging, and it can also make idioms be perceived differently by L2 learners. Based on the Model of Dual Idiom Representation (Abel, 2003), two experiments were conducted in this dissertation to explore ways to approach irregularity and transparency in idioms. In the first experiment, the mnemonic effect of three different ways to present idioms were compared to see if the approach that involves both the lexical and the conceptual levels of representation would provide better memory support for the learning of irregular idioms such as colour idioms. In the second experiment, participants’ transparency judgements of idioms under four different conditions were compared to find out whether transparency judgements can be influenced. The results showed that presenting idioms with relevant visual images and a brief verbal explanation facilitated the retention of idioms better than verbatim repetition approach and organized lexis approach. As to factors that can affect participants’ transparency judgements, the results showed that there was no significant difference in participants’ transparency judgements whether the meaning of the idioms was presented in L1 or L2. However, participants’ transparency judgements of idioms went up significantly after they were asked to choose an appropriate idiom to complete sentences. A close examination of the idioms and the transparency ratings participants gave them found that participants’ transparency judgements can be derived from the internal and external semantic compatibility of the idioms. The results of the two experiments suggest that involving both the lexical and the conceptual levels of representation can be an effective way to tackle irregularity in idiomatic expressions, and that transparency assumptions cannot be reduced to either learners’ subjective perceptions of idioms or the features inherent in idioms, rather they are about the interaction between the learners and the expressions.
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