| Traditional symbol processing theory proposes that conceptual representation is independent of peoples' sensorymotor system and is stored in language and memory as abstract symbols. Language comprehension derives from grammatically integrated amodal symbols. However, in recent years, a new theory, Embodied Cognition Theory proposes that conceptual representation and sensorymotor system share a common neural substrate. Concept essentially is the neural recording of perceptual and motor experience when people are interacting with objects. The basic form of concept processing is the simulation and reenactment of prior body experience. Barsalou(1999) further proposed Perceptual Symbol Theory, which suggested that conceptual representation is multi-modal and people can reenact the concept according to their visual, auditory, tactile, olfactory and gustatory experience.Scholars abroad have carried out a series of modal simulation in conceptual processing. However, most of their studies focused on native speakers and rarely investigated second language learners' mental mechanism of conceptual processing. Besides, few studies at home addressed the modal simulation in conceptual processing. Therefore, this paper aims at exploring Chinese EFL learners' modal simulation in English and Chinese word processing by ERPs technique from the perspective of Perceptual Symbol Theory. Research questions are as follows.(1) Do Chinese EFL learners exhibit modal simulation in English word processing?(2) Do Chinese EFL learners exhibit modal simulation in Chinese word processing?(3) Are there any differences in modal information representation between English and Chinese word processing?The present study is a 2(modality condition: modality-maintained condition and modality-switched condition)×2(language: English and Chinese) two-factor within subject design. 17 postgraduates majoring in English language and literature from SISU have took part in this experiment. The experiment is composed of English and Chinese sessions. The procedure in each experiment is the same. Participants are required to read carefully the primed word pairs and then make a semantic judgment to target words. The reaction time and ERP data of target words are dependent factors. Materials are programmed by E-prime and ERP data is acquired and edited off-line by Neuroscan4.5. Then SPSS19.0 is used to analyze the data. The experiment is completed in the Key Lab of Cognitive Neuroscience and Foreign Language Learning in SISU. The results are as follows.(1) The behavioral data show that in English experiment there is no significant difference between modality-switched condition and modality-maintained one,(t=-1.460, p=0.166>0.05). But in Chinese experiment participants respond faster in modality-maintained condition than in modality-switched one(t=-2.584,p=0.022<0.05). It reveals that Chinese EFL learners exhibit an obvious modal simulation in native language processing. The change of modality incurs modality switch effect.(2) ERP data show that in early English word processing, modality-maintained condition elicits a larger N400 amplitude than modality-switched condition(t=-4.017, p=0.000<0.05). But during the late time window, modality-switched condition elicits more positive components(t=3.234, p=0.002<0.05). The results illustrate that there is a match disadvantage effect in early time window and a match advantage in late semantic integration. However, in the early Chinese word processing, modality-switched condition elicits an enhanced N400 compared with modality-maintained condition(t=1.761, p=0.081). During the late time window, modality-maintained condition produces more positive components(t=5.835, p=0.000<0.05). It reveals that in modality-switched condition more semantic network is activated and participants exert more cognitive resources in early word processing.(3) The comparison between English and Chinese word processing reveals that there is a modality switch effect in both two languages. But due to the “priority effect of native language”, modality switch effect is much obvious in early native language processing and for second language comprehension it occurs in late semantic integration period.In conclusion, Chinese EFL learners exhibit modal simulation both in English(second language) and Chinese(native language) word processing. |
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