A Study On The Vocabulary Production Of Chinese L2 Speakers At Intermediate And Advanced Levels Based On The Semantic Field Theory

Whether the connection or extended teaching of the same semantic clustering should be carried out when learning new words in theory,empirical research or teaching practice is still controversial.Based on the controversy in teaching and theory,this study used two behavioral experiments,recall task and interview task of blocked-cyclic naming and continuous naming to investigate the specific performance of middle and advanced level Chinese second speakers native speakers in different tasks.Finally,according to the experimental results,some suggestions for teaching Chinese second speakers vocabulary are put forward in order to improve the vocabulary acquisition effect of Chinese second learners.A mixed effect model was used in this study to analyze the experimental data in the R,and qualitative analysis was carried out on the wrong corpus and recall tasks and performance in interview tasks in the naming of learners.Through comprehensive and deep excavation of quantitative analysis results and qualitative analysis results,the following main conclusions are obtained:First,in the task of picture naming,in general,the correct rate of naming both native speakers and Chinese second speakers is very high,but the naming time of Chinese second speakers is longer than that of native speakers.Specifically,in group naming,the reference is heterogeneous naming,both native speakers and Chinese second speakers have semantic promotion effects under homogeneous naming conditions,and there are significant differences in homogeneity and heterogeneity;in continuous naming,native speakers and Chinese second speakers show different performance,and native speakers show cumulative semantic effect with gradually obvious interval of 2.In the continuous naming of Chinese L2 speakers,there is no obvious sequential law of the naming time fluctuation.Second,native speakers have a perfect lexical semantic network,so they can effectively use semantic cues to promote lexical output in lexical output,and semantic promotion effect occurs.When two semantic independent interference items are inserted,the upper concept of the picture is repeatedly activated,and the competition of lexical level is greater than the activation of conceptual level,resulting in cumulative semantic interference.In contrast,L2 speakers basically form a semantic network based on Chinese semantics,so they can also use semantic information to promote output to a certain extent in lexical output,and also appear semantic promotion function.However,because the connection between concept level and vocabulary level is weaker than that of native speaker,the naming speed is always slower than that of native speaker,and there is no semantic effect when inserting semantic irrelevant items.Third,compared with native speakers,the lexical output and organization pattern of Chinese L2 learners are characterized as follows:(1)L2 lexical representation and conceptual representation are directly linked to each other for middle and advanced level Chinese learners,but their connection intensity is not as strong as that of native speakers.(3)In terms of vocabulary organization,Chinese L2 speakers have basically formed a semantic network based on Chinese semantics,but it needs to be further improved;moreover,the lexical association is diversified;in terms of vocabulary storage in extraction,some words do not form whole word storage,and the tongue tip effect is easy to appear.Fourth,semantics plays an important role in the output of Chinese L2 vocabulary.On the one hand,learners will be influenced by the semantic correlation,and semantics will help Chinese L2s to establish the connection between words,form semantic category and promote their lexical output;on the other hand,the types of Chinese lexical structure are complex,the word-formation mode is more unique,and the lexical semantics contain rich unique connotations of Chinese culture,which will restrict the lexical output of Chinese L2s.Based on the characteristics of the lexical output and organization pattern of Chinese L2 speakers and the role of semantics in their lexical output found in the experimental study,we put forward the following suggestions for the teaching of Chinese L2 vocabulary.First,construct the vocabulary set and expand the psychological vocabulary.Second,improve the ability of cross-cultural communication.In teaching,we should not only pay attention to the contrast of vocabulary itself,but also pay attention to the cultural meaning contained in vocabulary,at the same time,guide students to pay attention to the structural types of compound words.