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

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