An Empirical Study On The Processing Mechanism Of Disyllabic Compound Words In Chinese Second Language Learners

Vocabulary has attracted much attention as the building material of language.In recent years,previous research have begun to study the identification and understanding of vocabulary,which has enhanced people's understanding of mental lexicon.At present,the achievements of taking alphabetic writing as the research object are more systematic;taking Chinese as the object,the research on native speakers has also made great progress,but there are few studies in Chinese second language learning.Therefore,this study combined with the research methods of psychological experiments and studied senior Indonesian Chinese second languages learners in order to find out the psychological representation of Chinese second language learners in compound word recognition.It provides a theoretical basis for the study of Chinese second language vocabulary acquisition from the perspective of language processing,and provides practical guidance for teaching methods and textbook compilation.First of all,this study combs the concept and research status of compound word processing,and reviews the research results of Chinese second language compound word processing.Secondly,with the combination of repetitive priming paradigm and vocabulary judgment task,an experiment is designed to explore the compound word processing mechanism of advanced Chinese second language learners,and their results are compared with those of native speakers.The accessibility of compound word processing mechanism for Chinese second language learners has been investigated.In this experiment,the following conclusions are drawn:First,there are similarities in the access representation of compound words between native speakers and second language learners: the co-existence of whole words and morpheme units accords with the combined access model,but the second language learners' processing level can't reach the native language level.Second,the word frequency factor will have an impact on the compound word processing mechanism of Chinese native speakers and second language learners,but the regulating effect of word frequency on their lexical representation units is different.Third,the processing mechanism of compound words of Chinese native speakers and second language learners is affected by semantic transparency,but the degree of influence is different.Semantic transparency has an impact on the role of each representation unit in the processing of compound words of Chinese native speakers,but can't have a significant impact on second language learners.Fourth,lexical structure will have an impact on the processing mechanism of compound words of Chinese native speakers and second language learners.The trend of the processing of the five structures in the two groups is roughly the same,and there is no significant difference among the formal,joint and verb-object compound words,while the complement compound words are the most difficult to process,and there is no significant difference between the native language group to identify the verb-object type and the subject-predicate type,but the second language group is different.Finally,according to the above conclusions,this study puts forward some suggestions on vocabulary teaching in Chinese as a second language teaching from the perspectives of teachers,teaching materials and students.First,textbook writers should properly adopt the concept of morpheme and reasonably improve the vocabulary recurrence rate.Second,teachers should choose appropriate teaching methods according to the actual situation of students and teaching content.Third,students should pay attention to vocabulary accumulation and develop the awareness of word formation in this process.