语境情绪及句子框架对二语词汇情绪学习的影响

doi:10.12139/j.1672-0628.2025.04.001

摘要/Abstract

摘要：

本研究旨在探讨语境的情绪性和句子框架对二语情绪信息学习的影响及二语习得年龄的调节作用。选取早期和晚期汉−英双语者通过语境学习词汇，并采用外显和内隐测试任务评估词汇情绪信息的学习。结果发现，早期双语者能够有效利用句子框架线索，低限制性句子框架比高限制性句子框架更能促进积极情绪学习，而高限制性句子框架可以促进消极情绪学习。这表明语境中的情绪信息可以迁移到学习词上，且早期双语者可以借助句子框架更好学习词汇情绪。

关键词: 第二语言, 语境情绪, 句子框架, 情绪信息学习

Abstract:

The present study investigated how contextual emotionality and sentence frame affect the second language emotional information acquisition, with particular focus on the moderating role of the age of second language acquisition. Early and late Chinese-English bilinguals were selected to learn vocabulary in emotional contexts, and both explicit and implicit tasks were used to assess the acquisition of emotional information. Results showed that early bilinguals could effectively use sentence frame: low-constraint sentence frames enhanced positive valence learning compared to high-constraint frames, whereas high-constraint frames facilitated negative valence learning. These findings suggest that emotional information can be transferred from context to newly learned words, and early bilinguals are better able to acquire emotional vocabulary using sentence frame.

Key words: second language, contextual emotionality, sentence frame, emotional information acquisition

冯圆, 宋佳, 郭晶晶. 语境情绪及句子框架对二语词汇情绪学习的影响[J]. 心理与行为研究, 2025, 23(4): 433-440.

Yuan FENG, Jia SONG, Jingjing GUO. The Influences of Contextual Emotionality and Sentence Frame on Emotional Acquisition of Second Language Vocabulary[J]. Studies of Psychology and Behavior, 2025, 23(4): 433-440.

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参考文献 0

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		晚期双语者		早期双语者		t
		M	SD	M	SD	t
英语使用情况	专业上的应用	3.32	1.60	3.81	1.68	–1.16
	私人生活	1.58	0.72	1.48	0.72	0.53
	娱乐	3.26	1.21	3.13	1.18	0.43
	同学交流	1.90	0.98	2.06	0.96	–0.65
英语学习年龄	口语	10.50	2.16	6.13	2.47	7.42***
	阅读	10.60	1.47	7.26	2.07	7.33***
	写作	11.73	1.29	8.52	2.20	7.00**
英语熟练度(主观)	口语	3.32	1.08	4.00	1.21	–2.33*
	阅读	4.65	1.05	4.87	0.76	–0.97
	写作	4.26	0.93	4.19	1.01	0.26
	听力	3.58	1.29	3.55	1.06	0.11
英语熟练度(客观)	牛津分级测试	18.74	3.21	18.74	3.09	0.00

		晚期双语者		早期双语者		t
		M	SD	M	SD	t
英语使用情况	专业上的应用	3.32	1.60	3.81	1.68	–1.16
	私人生活	1.58	0.72	1.48	0.72	0.53
	娱乐	3.26	1.21	3.13	1.18	0.43
	同学交流	1.90	0.98	2.06	0.96	–0.65
英语学习年龄	口语	10.50	2.16	6.13	2.47	7.42***
	阅读	10.60	1.47	7.26	2.07	7.33***
	写作	11.73	1.29	8.52	2.20	7.00**
英语熟练度(主观)	口语	3.32	1.08	4.00	1.21	–2.33*
	阅读	4.65	1.05	4.87	0.76	–0.97
	写作	4.26	0.93	4.19	1.01	0.26
	听力	3.58	1.29	3.55	1.06	0.11
英语熟练度(客观)	牛津分级测试	18.74	3.21	18.74	3.09	0.00

句子属性	积极语境	消极语境	中性语境
句长	15.88±3.48	17.00±1.85	15.75±4.10
效价	8.04±0.18	1.86±0.51	4.99±0.52
唤醒度	6.98±0.41	6.58±0.41	4.64±0.78

句子属性	积极语境	消极语境	中性语境
句长	15.88±3.48	17.00±1.85	15.75±4.10
效价	8.04±0.18	1.86±0.51	4.99±0.52
唤醒度	6.98±0.41	6.58±0.41	4.64±0.78

词汇属性	情绪效价			情绪启动条件
词汇属性	积极效价	消极效价	中性效价	情绪一致	情绪不一致
笔画数	19.38±3.86	19.31±5.06	17.81±3.76	18.29±3.48	19.38±4.90
词频	162.63±153.53	140.06±111.27	152.37±90.57	142.50±111.95	160.88±127.53
愉悦度	7.58±0.50	2.16±0.70	5.30±0.40	4.98±2.45	5.04±2.21
唤醒度	5.85±0.72	5.72±0.76	3.14±0.49	5.03±2.21	4.78±1.37
熟悉度	7.52±0.66	7.33±0.55	7.22±0.59	7.52±0.49	7.21±0.67
意象性	5.20±1.31	5.47±1.07	5.60±1.17	5.46±1.09	5.38±1.28