| In this study for middle school students as subjects,in English-Chinese bilingual lexical representation of semantic memory access as the research foundation,using retrieval strategy which has been extensively studied on international in recent years,the issue that is hard unidirectional retrieval on bilingual lexical memory on middle school student is studied,in order to explore the possible causes and to intervene,and to find the possible reasons,and to make the middle school students’ bilingual lexical access within the second language and native language on the contact strength balanced development.The four experiment of this study is to use cross language clue-recall test paradigm for research.The experiment 1 found there may be a variety of asymmetry of the structure on English-Chinese bilingual memory representation of RHM model,and the reason to speculate.The experiment 2 found English-Chinese bilingual vocabulary memory under the influence of learning style.Retrieval practice on the translation from Chinese to English helps to improve semantic access from Chinese to English lexical;English-chinese translation retrieval practice helps to improve English to Chinese vocabulary semantic access.Experiment 3 that completes the result of experiment 2,proves that balance the retrieval practice in both translation directions can be balance development between the bilingual lexical semantic access.Experiment 4 is the core of this study,through the results of the first three experiments,the experiment of bilingual lexical semantic access imbalance of middle school students were tried to intervene,through elaborate design vocabulary memory strategies,finally successfully at the same time improve the bilingual vocabulary memory in both directions of the strength of the semantic access,and make it balance.Overall,this intervention study of hard unidirectional retrieval on bilingual lexical memory on middle school student is successful. |
PDF Full Text Request