| The term "mental lexicon" originated from psycholinguistics and was first proposed by Treisman,a Western linguistic psychologist,and is widely used in linguistics research.In his opinion,the mental lexicon is composed of many terms,each of which includes the corresponding words of the pronunciation,form,meaning of the character.In recent years,more and more research on "mental lexicon" at home and abroad,mainly related to the storage,characterization and extraction of second language and bilingual psychological vocabulary in the brain.Lexicon is an important link in the teaching of Chinese as a foreign language,and mental lexicon has become a research focus in psycholinguistics and the acquisition of second-language vocabulary.The author was selected to volunteer as a Chinese teacher in Thailand during the postgraduate study period,on the basis of the practice and thinking of Chinese vocabulary teaching,became interested in the study of mental lexicon,and determined the research topic of "comparative research on Chinese mental lexicon association test for Chinese and Thai middle school students".This study used questionnaires to understand the Chinese lexicon of Thai and Chinese middle school students,using the"see-write" test method to conduct mental lexicon association test experiments,and finally the reaction results of Chinese and Thai middle school students were compared to analyze the similarities and differences between the cognitive characteristics of Chinese lexicon.In the selection criteria and classification criteria of mental lexicon stimulus words,many scholars put forward their own views,this paper draws on the existing research results,for the Thai middle school students this group characteristics to complement and improve the selection criteria of stimulus words,taking into account the word's part of speech,frequency and specificity of words,and explain the way to find stimuli words.The classification criteria of reaction words adopt the classification method of Zhang Jinqiao(2018)and divide the reaction words into three categories:semantic association,form-based association and unrelated association." Semantic association" is divided into syntagmatic association,paradigmatic association and encyclopedia knowledge association,"form-based association" is divided into phonetic and morphology." Paradigmatic association" is subdivided into "synonym?the opposite word?hierarchy?peer" four categories,"syntagmatic association " is divided into six categories:"statement?domination?qualification?conjunction" complement and fixed phrase.Finally,this paper compares the results of the results of Thai middle school students with the situation of middle school students in China,and draws the following conclusions:1.Whether Chinese middle school students or Thai middle school students,their mental lexicon development trend is consistent,are mainly semantic association,non-semantic association as a supplement,semantic association and syntagmatic association mainly,paradigmatic association as a supplement.2.The syntagmatic association of Chinese and Thai middle school students is mainly "qualification " "domination" and "statement",supplemented by " complement ""fixed phrase" "conjunction";The paradigmatic association is dominated by "peer" and" synonym " and "opposite word" and "hierarchy".3.The difference in the part of the speech affects the learner's response to the mental lexicon.Chinese and Thai middle school students react more to the three words of "nouns,verbs and adjectives" than to other part of speech.In the reaction of middle school students in Thailand,nouns appeared most frequently,adjectives were second and verbs were the least.Chinese middle school students are slightly different,nouns are the most,verbs are second,and adjectives are the fewest.4.The frequency of words affects the learner's response to the mental lexicon.For Thai middle school students,high-frequency words produce more semantic reactions,medium-and low-frequency words produce more non-semantic reactions.The total number of reaction words given by Chinese middle school students,high-frequency words and low-and medium-frequency words is not much different from the total frequency.5.The specific degree of lexicon affects the learner's response to the mental lexicon.There is not much difference in the number of reactions between concrete words and words among middle school students in China and Thailand,and in terms of frequency,the frequency of occurrence is the semantic reaction of concrete words higher than the semantic response of abstract words,and the non-semantic response of concrete words is lower than the non-semantic response of abstract words.Based on the cognitive characteristics of the two mental lexicon,this paper puts forward corresponding suggestions for the construction of mental lexicon for second-language learners and one-word learners.Second-language learners are mainly aimed at Thai middle school students,and hope that in the study of Chinese vocabulary,they can minimize the role of native tongue intermediary,pay attention to the importance of vocabulary matching,establish a semantic network of second-language mental lexicon and attach importance to the learning of Chinese culture.Aiming at the study of native language vocabulary for middle school studentsIn China,this paper also gives relevant opinions on lexicon learning,hoping that they can strengthen the accumulation of "fixed phrases" and widely read,and expand the vocabulary of Chinese.Finally,in view of this study,the author puts forward the shortcomings of this study,and puts forward some suggestions for the study of mental lexicon in the future. |
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