关于双语者的心理语义表征有两种理论:一种强调其双语共享性,一种强调其语言独立性。近年来,有研究者对第一语言背景截然不同的大中学生英语学习者和聋人学生双语者群体关于具体词、分类学联系概念中上下位概念词和情感词的词间联系意识,进行了一系列跨语言比较实验研究,揭示了现有理论认识的局限性。语义表征层次选择模型整合了关于语义表征双语共享性和语言独立性的两种理论,对双语者第一、第二语言语义表征及其通达的认知机制形成了比较灵活的理论假设。它不但能够系统解释人们近年来关于英语学习者和聋人学生在第二语言词语义联系意识方面的研究发现,而且似乎也可以涵盖其他类型双语者的语义表征及其通达情况。 There are two theories about bilingual semantic representation: one emphasizes bilingualism and the other emphasizes language independence. In recent years, some researchers have made a comprehensive study on the awareness of the connection between upper and lower conceptual words and emotional words in specific words and taxonomic links between students who are bilingual learners of primary and secondary schools and bilingual students who are deaf students whose primary language backgrounds are very different A series of cross-language comparative experimental studies reveal the limitations of existing theoretical understanding. The semantic representation level selection model integrates two theories about semantic representation of bilingual sharing and language independence, and forms a relatively flexible theoretical hypothesis on the semantic representation of bilingual first and second languages ​​and the cognitive mechanism of their accessibility. Not only can it systematically explain the findings of recent studies on the semantic relationship between English learners and deaf students in second language words, but also seem to cover the semantic representation and accessibility of other types of bilinguals.