訳語認識はどのように発達するか : 日本人中学生の場合

概要

論文の詳細を見る
This study examined the Revised Hierarchical Model proposed by Kroll and Stewart (1994). The model predicts a developmental shift from lexical links to conceptual links with increasing proficiency in second language (L2) learning. Two groups of junior high school students whose first language (L1) was Japanese participated in the study (i.e., first-year students: G1; third-year students: G3). Four types of stimulus sets were provided: 20 sets for Japanese word recognition (JR), 20 sets for English word recognition (ER), 20 sets for forward translation (L1 to L2: FW) and 20 sets for backward translation (L2 to L1: BW). A two-choice reaction time task was utilized to measure reaction times. The results showed that FW was slower than BW in G1, whereas no differences were shown in G3. The asymmetry found in G1 disappeared in G3. The prediction of the Revised Hierarchical Model was supported by the results of this experiment.