中国英语学习者心理词汇的连接模式研究PDF|Epub|txt|kindle电子书版本网盘下载

中国英语学习者心理词汇的连接模式研究PDF格式电子书版下载

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CHAPTER ONE INTRODUCTION1

1.1 Needs for the research1

1.2 Significance of the research2

1.2.1 Theoretical significance3

1.2.2 Methodological significance5

1.2.3 Pedagogical significance6

1.3 Organization of the book7

CHAPTER TWO A LITERATURE REVIEW8

2.1 Introduction8

2.2 Definitions of key terms8

2.2.1 Mental lexicon8

2.2.2 Representation and processing10

2.2.3 Priming10

2.2.4 Reaction time（RT）12

2.2.5 Lexical variables13

2.2.5.1 Word frequency13

2.2.5.2 Concreteness14

2.2.6 Language effect16

2.3 Theories and studies on the L1 mental lexicon17

2.3.1 Theories on the L1 mental lexicon17

2.3.2 Theories on lexical-conceptual organization in the L1 mental lexi-con22

2.3.3 Lexical-conceptual studies on the L1 mental lexicon24

2.3.3.1 General lexical-conceptual organization of L1 mental lexicon25

2.3.3.2 Lexical-conceptual organization related to lexical variables effects32

2.4 Theories and studies on the L2 mental lexicon36

2.4.1 Theories on the L2 mental lexicon37

2.4.1.1 Weinreich's Model37

2.4.1.2 Distributed Conceptual Feature Model（DCFM）38

2.4.1.3 The Revised Hierarchical Model（RHM）39

2.4.1.4 Three-stage Hypothesis42

2.4.1.5 BIA43

2.4.1.6 Parasitic Hypothesis45

2.4.1.7 The Sense Model45

2.4.2 Lexical-conceptual studies on the L2 mental lexicon47

2.4.2.1 Lexical variable effects on L2 lexical-conceptual organization49

2.4.2.2 Language effects on L2 lexical-conceptual organization54

2.4.2.3 Proficiency effects on L2 lexical-conceptual organization76

2.5 Limitations of the previous studies82

2.5.1 Theoretical limitations83

2.5.1.1 Diverse understandings to the way in which L2 words are linked to L183

2.5.1.2 Diverse understandings to the way in which L1 words are linked to L284

2.5.1.3 Scarce theories and RT studies with translation recognition for L2 lexical variable effects85

2.5.1.4 Diverse understandings towards the proficiency effect87

2.5.1.5 Inadequate exploration on Chinese EFL leaners88

2.5.2 Methodological limitations92

2.6 Summary94

CHAPTER THREE METHODOLOGY95

3.1 Research questions95

3.2 Research description97

3.3 Experiment design and rationale97

3.3.1 Experiment design97

3.3.2 The rationale98

3.4 Participants and methods99

3.4.1 Participants99

3.4.2 Materials and instruments100

3.4.2.1 Materials103

3.4.2.2 The Latin square design106

3.4.2.3 E-Prime107

3.4.3 Tasks and procedures107

3.4.4 Data analysis110

3.4.4.1 Data collection110

3.4.4.2 Data processing110

3.4.4.3 SPSS analysis111

3.5 Summary112

CHAPTER FOUR REPRESENTATION AND PROCESSING OF BILIN-GUAL MENTAL LEXICON：LEXICAL VARIABLE EFFECTS113

4.1 Frequency effect114

4.1.1 Overall frequency effects115

4.1.2 Frequency effect on orthographic level117

4.1.3 Frequency effect on semantic level118

4.1.3.1 Frequency effect on translation equivalent118

4.1.3.2 Frequency effect on meaning distracter121

4.1.4 Differences in frequency effects between L2-L1 and L1-L2 links124

4.1.5 Form/meaning influence on frequency126

4.1.6 Summary129

4.2 Concreteness effect129

4.2.1 Overall concreteness effects129

4.2.2 Concreteness effect on orthographic level133

4.2.3 Concreteness effect on semantic level135

4.2.3.1 Concreteness effect on translation equivalent135

4.2.3.2 Concreteness effect on meaning distracter137

4.2.4 Differences in concreteness effects between L2-L1 and L1-L2 links139

4.2.5 Form/meaning influence on concreteness140

4.2.6 Summary143

4.3 A model of lexical variable effects on form/meaning links144

CHAPTER FIVE REPRESENTATION AND PROCESSING OF BILIN-GUAL MENTAL LEXICON：LANGUAGE EFFECTS151

5.1 L2-L1 links152

5.1.1 Orthographic level152

5.1.2 Semantic level153

5.1.2.1 Translation priming effect154

5.1.2.2 Meaning interference effect157

5.1.3 Difference between orthographic and semantic level in L2-L1 link159

5.2 L1-L2 links160

5.2.1 Orthographic level160

5.2.2 Semantic level161

5.2.2.1 Translation priming effect162

5.2.2.2 Meaning interference effect163

5.2.3 Difference between orthographic and semantic level in L1-L2 link165

5.3 Difference between L2-L1 and L1-L2 links166

5.3.1 Accuracy166

5.3.2 Overall RT patterns167

5.3.3 Difference at the orthographic level168

5.3.4 Difference at the semantic level170

5.4 A model of language effects172

CHAPTER SIX REPRESENTATION AND PROCESSING OF BILINGUAL MENTAL LEXICON：PROFICIENCY EFFECTS178

6.1 Overall proficiency effect on accuracy and RT patterns178

6.2 Proficiency effects on orthographic/semantic levels181

6.2.1 Overall proficiency effects on orthographic/semantic levels181

6.2.2 Proficiency effect on orthographic level184

6.2.3 Proficiency effect on semantic level187

6.2 3.1 Proficiency effect on translation equivalent187

6.2.3.2 Proficiency effect on meaning distracter194

6.2.4 Summary203

6.3 Proficiency effect on lexical variables204

6.3.1 Proficiency effect on frequency209

6.3.2 Proficiency effect on concreteness212

6.3.3 Summary215

6.4 Proficiency effect on L2-L1 and L1-L2 links215

6.5 A Bilingual Form/Meaning Linking（BFML）model219

CHAPTER SEVEN CONCLUSION228

7.1 Major findings on the bilingual mental lexicon228

7.1.1 Lexical variable effects on L2 word organization228

7.1.2 Language effects on L2 word organization229

7.1.3 Proficiency effects on L2 word organization229

7.2 Implications of the findings231

7.2.1 Theoretical implications231

7.2.1.1 Establishing a Bilingual Form/Meaning Linking（BFML）model231

7.2.1.2 Highlighting lexical（form）vs.conceptual（meaning）representa-tion aud processing of Chinese EFL learners233

7.2.1.3 Providing more evidence for the existing models236

7.2.2 Methodological implications237

7.2.2.1 Applying RT experiment paradigm to L2 word acquisition research237

7.2.2.2 Applying translation recognition task to RT study239

7.2.2.3 Creating a stimulus word pair list240

7.2.3 Pedagogical implications241

7.2.3.1 Establishing and refining L2 concept241

7.2.3.2 Teaching and learning L2 vocabulary243

7.2.3.3 Pedagogical possibilities into psycholinguistic reality247

7.3 Limitations of the study248

7.4 Recommendations for future research250

7.5 Summary251

REFERENCES252

APPENDIXES273

Appendix 1273

Appendix 2277

Appendix 3281

Appendix 4284

Appendix 5286

Appendix 6292

Appendix 7：MATERIALS294

Version 1294

Version 2300

Version 3305

Version 4310

ABBREVIATIONS315