本研究从语篇阅读的情绪词效价、情绪词显隐性出发，探究语篇阅读中词汇、构式习得的影响因素，主要关注习得过程和习得结果两方面，为汉语作为第二语言的词汇、构式教学提供理论和实验支持。

研究以低频复合词、构式压制句为习得内容、以情绪词作为语篇情绪来源编制语篇实验材料，采用眼动追踪技术，考察中级汉语二语者在不同效价、显隐性的情绪词构成的语篇阅读中对词汇、构式的习得差异，其中重点关注习得过程和习得结果。

研究发现：情绪词效价、情绪词显隐性对词汇、构式的习得过程和结果均产生影响。首先，情绪词效价、情绪词显隐性共同作用于词汇、构式习得，二者的主效应和交互作用显著，情绪词效价在目标生词、目标构式的习得全过程中扮演着重要角色，而情绪词显隐性则主要影响习得的早期阶段。其次，在词汇习得中，语篇中内嵌消极情绪词、情绪标签词有利于语篇中目标生词的词形即时记忆，语篇中内嵌积极情绪词有利于目标生词的深度高效加工、词义的推理判断和后续记忆保持。再次，在构式习得中，语篇中内嵌消极情绪词、情绪标签词会提高构式早期通达的加工深度、中后期语义整合的加工速率、构式义的延时后测成绩，但语篇中内嵌消极标签词不利于构式义延时后测成绩的提高。第四，情绪词和待习得目标之间，存在早期认知资源的分配现象，然而由于习得内容的差异，情绪词的效价和显隐性对这一早期认知资源分配的调节作用存在差异。

本研究为语篇阅读中情绪词影响词汇、构式的习得提供了例证，详细探究了情绪词效价和情绪词显隐性对词汇和构式的习得过程、习得结果的影响，并为语篇阅读中的构式附带习得提供实验证据。本文的研究结果可从情绪角度为教学资源中的文本编写提供参考，并为教师进行词汇、构式教学时选择合适的情绪性阅读文本提供实验依据。

This study investigates the influence of emotional valence and emotional salience of emotion words on vocabulary and construction acquisition in discourse reading, focusing on both the process and outcomes of acquisition. It provides theoretical and experimental support for the teaching of vocabulary and constructions in Chinese as a second language.

The study utilized low-frequency compound words and construction-suppressing sentences as learning materials, with emotion words serving as sources of emotional content in discourse experimental materials. Eye-tracking technology was employed to examine the acquisition differences of vocabulary and constructions among intermediate Chinese as a second language learners when encountering emotion words of varying valence and salience in discourse reading. Emphasis was placed on both the process and outcomes of acquisition.

Findings reveal that the emotional valence and salience of emotion words exert influences on the process and outcomes of vocabulary and construction acquisition. Firstly, emotional valence and salience jointly affect vocabulary and construction acquisition, with significant main effects and interactions. Emotional valence plays a crucial role throughout the entire process of acquiring target words and constructions, while emotional salience primarily affects the early stages of acquisition. Secondly, in vocabulary acquisition, the presence of embedded negative emotion words and emotion label words in discourse facilitates immediate memorization of target word forms, while embedded positive emotion words aid in deep and efficient processing of target words, inference of meaning, and subsequent memory retention. Thirdly, in construction acquisition, the presence of embedded negative emotion words and emotion label words enhances the depth of early-stage processing, the rate of semantic integration in mid-to-late stages, and delayed post-test scores for construction meaning. However, the presence of embedded negative label words hinders improvement in delayed post-test scores for construction meaning. Fourthly, there is evidence of early cognitive resource allocation between emotion words and target acquisition, yet the regulation of emotional valence and salience on this allocation varies due to differences in acquisition content.

This study provides evidence of the influence of emotion words on vocabulary and construction acquisition in discourse reading, exploring in detail the effects of emotional valence and salience on the process and outcomes of vocabulary and construction acquisition, and providing experimental evidence for incidental construction acquisition in discourse reading. The findings of this study can serve as references for text composition in teaching resources from an emotional perspective and provide experimental basis for teachers to select appropriate emotionally charged reading materials for vocabulary and construction teaching.