中文摘要：

采用情绪Stroop范式探讨3种不同熟练类型双语者在L1（The first language,简称L1）和L2（The second language,简称L2）条件下的自动化情绪通达。实验设计为2（L1和L2）×3（全面熟练双语者、阅读型熟练双语者和听说型熟练双语者）×3（积极词、消极词和中性词）的混合设计,记录3组被试对词汇颜色判断的反应时和错误率。结果：（1）全面熟练双语者和阅读型熟练双语者在L1和L2条件下对情绪词汇颜色命名的反应时显著大于中性词汇;（2）听说型熟练双语者在L1条件下对情绪词汇颜色命名的反应时大于中性词汇,而L2条件下3种词汇并无差异。结论：（1）全面熟练双语者在L1和L2条件下均出现了自动化情绪通达;阅读型熟练双语者在L1和L2条件下也出现了自动化情绪通达;（2）听说型熟练双语者在L2条件下没有达到自动化情绪通达,其情绪联结性弱于L1条件。不同语言习得类型的熟练双语者在情绪Stroop任务中情绪自动化通达的表现是不同的。

英文摘要：

In the domain of second language acquisition, one of the key questions relates to the representation of emotions in different languages of the bilingual＇s. Although it has been proposed that the first language（L1） contains more richly interconnected semantic associations than the second language（L2）, the emotional representation difference between L1 and L2 has been debated. Because the proficiency of L2 may influence the bilingual＇s emotion automatic access, we thus investigated the emotional access in different proficiency type of bilinguals in this regard. According to their proficiency levels of L2, three types of bilinguals were selected in our study. That is, comprehensive proficient bilinguals, reading-proficient bilinguals, and listening and spoken-proficient bilinguals. Comprehensive proficient bilinguals are proficient in L2 input and output. Reading-proficient bilinguals are able to read and write in L2 without being able to listen and speak it, whereas listening and spoken-proficient bilinguals are the opposite. The present study investigated the modulation effect of bilingual＇s types on the emotional access in L1 and L2 through the Emotional Stroop paradigm. The experiment was a 3-factor mixed design with 2（Languages： L1 vs. L2） × 3（Type of bilinguals： Comprehensive proficient bilinguals vs. Reading-proficient bilinguals vs. Listening and Spoken-proficient bilinguals） × 3（Emotional valence： Positive vs. Negative vs. Neutral）. The stimulus were delivered using E-prime software, which also automatically recorded reaction times and error rates. The results of reaction times showed that：（1） For Comprehensive proficient bilinguals： under the condition of L1, there was significant difference between positive and neutral words（F（1, 19） = 4.75, p〈0.05, η2 p= 0.81）, also negative and neutral words（F（1, 19） = 4.80, p〈0.05, η2 p= 0.81）. Under the condition of L2, there was significant difference between positive and neutral words（F（1, 19） = 6