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本文考察了36名中级水平的外国学生在只有词、只有语境、有词和语境三种条件下,猜测语义半透明的汉语双音复合词的词义的情况,发现语境和构词法线索的作用在猜测词义的过程中存在着很大的个体差异,多数学习者能整合语境和构词法信息,但有的学习者过分依赖语境线索或构词法线索(即非整合者);在非整合者中,欧美学生使用语境线索的较多,日本学生使用构词法线索的较多。
This article examines the 36 middle-level foreign students under the conditions of only words, only context, words and context, guess the meaning of semitransparent Chinese disyllabic compound words and found the role of context and word formation cues In the process of guessing word meaning, there are great individual differences. Most learners can integrate context and word formation information, but some learners rely too much on contextual cues or word formation cues (ie nonintegrators); in nonintegrators There are more clues in the context of the use of context in European and American students. Japanese students use more cues for word formation.