阅读时，词汇语义经语音通达还是经视觉而直接通达，引起学术界很大的争议。本研究采用语义关联判断任务，以中国高级英语学习者为实验对象，比较他们进行汉英阅读时的词汇语义通达路径。结果发现，不管是汉语还是英语词汇阅读，被试在对同音词进行语义关联判断时，不仅在在错误率上比控制条件显著更高，而且判断时的速度也显著更慢，表现出语音干扰效应，这为汉英词汇阅读时语音信息获得自动激活提供有力证据，并支持汉英阅读时词汇语义经语音而通达的观点。

In visual word recognition and reading, it has become a heatedly debated issue whether word meaning is accessed directly from spelling (orthography) or indirectly from sound (phonology) after phonological recoding. Using a semantic relatedness decision task, the present study investigated how advanced EFL learners in China accessed word meaning in reading Chinese (L1) and English(L2). In this task, subjects read a pair of words and decided whether they were related or unrelated in meaning. It turned out that homophone pairs both in Chinese and English were more likely to be judged as related or more slowly rejected as unrelated than their control pairs, suggesting phonological access of word meanings. Implications were discussed for formulating methods and techniques aimed at teaching children to read in L2 and at remedying L2 reading deficits.