在L1和附加语言中理解爱情:从语义流利和图形分析中获得的证据
1Department of Modern Philologies, Universidad de La Rioja, 26004 Logroño, Spain.
Journal of Intelligence
|January 27, 2026
概括
青少年学习者在他们的母语 (L1) 中表达爱的概念比在英语外语 (EFL) 中表达爱的概念更丰富. 情感词典在L1中组织得更好,而EFL表示依赖于L1结构.
科学领域:
- 心理语言学 心理语言学
- 获得第二语言的学习.
- 认知科学 认知科学
背景情况:
- 了解青少年如何跨语言概念化情绪对于教育和心理洞察至关重要.
- 双语和遗产学习者对情感词汇发展提供了独特的视角.
研究的目的:
- 为了比较单语西班牙语使用者和西班牙语-阿拉伯语双语使用者在他们的母语 (L1) 和英语作为外语 (EFL) 中对"爱"的概念化.
- 在L1和L2上下文中使用图形理论分析情感词的语义网络结构.
主要方法:
- 66名青少年学习者 (A2英语水平) 接受了西班牙语和英语的语义流利任务.
- 参与者生成了与"爱" (西班牙语) 和"爱" (英语) 相关的单词.
- 图形理论被用来分析引起的情感词典的组织和凝聚力.
主要成果:
- 在两组学习者中,爱情在L1 (西班牙语) 比L2 (英语) 中引起的反应明显多.
- 西班牙语的词典丰富且紧密相连;英语的反应受到L1翻译和隐喻的影响.
- 在单语西班牙语说者和两种语言的西班牙语-阿拉伯语双语者之间没有发现显著的差异.
结论:
- 情感词典在L1中更发达,更有组织.
- 外国语言 (FL) 的情感表现受熟练程度,学习背景和L1概念结构的影响.
- 图形分析是研究双语者情感词汇网络结构的宝贵工具.
关键词:
EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL EFL爱情 情感 感情 爱情单语言和双语学习者的学习.网络分析 网络分析更多相关视频
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