| How to process the Chinese-English bilingual has been highly concerned by bilingualpsycholinguists, however, the research on words processing of Chinese-English bilingual andEnglish-Chinese one is becoming a top priority. The research chose104senior two school students as theparticipants to explore whether the senior students can get the cross-language semantic priming effect, inthe biological words and artificial words decide task, using Chinese-English and English-Chinese bothcross-language semantic priming experimental paradigms, and the two experiments further explored therelationship between the internal representation of the Chinese-English bilingual mental lexicon.This research includes two experiments in total, the first experiment adopts2(English level: high,low) x2(priming paradigm: Chinese-English, English-Chinese) x3(material type: biological words,abiotic words, non-words) three factors mixed design to study in biological decision task whether it willappear cross-language semantic priming effect; the second experiment used2(English level: high, low) x2(priming paradigm: Chinese-English, English-Chinese) x3(material type: artificial words, non-artificialwords, non-words) three factors mixed design to explore in artificial decision task whether it will appearcross-language semantic priming effect.Through the two experiments, the following main conclusions can be drawn:First, in the two priming paradigms, the high English level students and the low English levelstudents get a significant semantic priming effect in the reaction of the conceptual vocabulary, comparedwith the other two sets of vocabulary types. And the reaction time and error rate of conceptual vocabularyis less than the non-word and non-conceptual vocabulary.(conceptual vocabulary <non-words<non-conceptual vocabulary), the result of the research proves that the senior school students share theconceptual representation.Second, the average response time and error rate of the high English level students issignificantly lower than the response time and error rate of the low English level students.Third, average response time and error rate of the English-Chinese priming paradigm issignificantly higher than average response time and error rate of the Chinese-English priming paradigm for the high English level senior school students or the low one, so Chinese-English priming paradigmpromotes conceptual vocabulary to access easily. The result shows the semantic priming asymmetricphenomenon for senior school students bilinguals and it proves that the lexical access level of the seniorschool students is in word association model stage.Fourth, for reaction time and error rate of the low and the high level English senior students, thereis no significant difference in the reaction to biological words and artificial words. That is, there is nobiological effect for the senior school students to react to the conceptual vocabulary.The conclusions of this study are: in the conceptual vocabulary decision task, there is asignificant semantic priming effect for Chinese-English bilingual senior school students, so there is nobiological effect. |
