基本信息·出版社：东南大学出版社 ·页码：200 页 ·出版日期：2009年09月 ·ISBN：7564117842/9787564117849 ·条形码：9787564117849 ·版本：第1版 · ...
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中国英语学习者心理词汇联想模式研究(Word Association Patterns in Chinese EFL Learners'Mental Lexic |
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中国英语学习者心理词汇联想模式研究(Word Association Patterns in Chinese EFL Learners'Mental Lexic |
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基本信息·出版社：东南大学出版社
·页码：200 页
·出版日期：2009年09月
·ISBN：7564117842/9787564117849
·条形码：9787564117849
·版本：第1版
·装帧：平装
·开本：32
·正文语种：英语
·丛书名：新学识·英语语言与文学研究博士文丛
内容简介 《中国英语学习者心理词汇联想模式研究(Word Association Patterns in Chinese EFL Learners'Mental Lexicon)(英文版)》内容简介：是一门全球语言。在全球化给世界带来巨大影响的同时，英语作为一门语言，已然成为了全球化传播和影响的有力工具之一，成为了东西方文化交流与对话的纽带。在东西方的文化认同之路上，抑或是文化冲突之路上，英语不可或缺。
学，乃效法。识，乃辨别。在英语语言与文学研究领域，不断有新的知识需要探索，需要“学”与“识”。
新学识·英语语言与文学研究博士文丛，意在为大家呈现出近年来江苏高校教师在英语语言学与文学研究方面的最新成果，为此收录了一批具有代表性的博士论文，内容涵盖了语言学、语言教学、文学、文化以及翻译等领域，以兹为从事英语语言与文学研究的学者、教师以及学生提供参考。
作者简介 张萍，女，东南大学外国语学院副教授，硕士生导师，应用语言学研究所所长，南京大学语言学博士，曾赴英国剑桥大学访学。研究兴趣涉及二语习得、心理语言学、语料库语言学及外语教学，发表论文19篇，主持国家社科项目、省部级项目等11项，省优秀课程负责人，省优秀青年骨干教师。
编辑推荐 《中国英语学习者心理词汇联想模式研究(Word Association Patterns in Chinese EFL Learners'Mental Lexicon)(英文版)》是由东南大学出版社出版的。
目录 ABSTRACT
中文摘要
LIST OF TABLES
LIST OF FIGURES
ABBREVIATIONS
Chapter One INTRODUCTION
1.1 Introduction
1.2 Need for the Study
1.3 Significance of the Study
1.3.1 Theoreticalsignificance
1.3.2 Methodological significance
1.3.3 Pedagogical significance
1.4 Organization of the Thesis
Chapter Two WORD ASSOCIATION IN THE MFNTAL LEXICON: A REVIEW OF LITERATURE
2.1 Introduction
2.2 Definitions of Key Terms
2.2.1 Mental lexicon
2.2.2 Word association (WA)
2.2.2. 1 Semantically-Related (SR) type
2.2. 2.2 Non-Semantically-Related (non-SR) type
2.2.3 Word-Related variables
2.2.3.1 Word class
2.2.3.2 Concreteness
2.2.3.3 Word frequency
2.3 Theories and Studies on the L1 Mental Lexicon
2.3.1 Theories of word associations in the L1 mental lexicon
2.3.2 Theories related to WA patterns and word type effects
2.3.3 Word association studies on the L1 mental lexicon
2.3.3.1 Findingsof the WA general patterns in the L1 mental lexicon
2.3.3.2 Previous findings about WA patterns related to word types
2.3.3.2.1 Word class
2.3.3.2.2 Concreteness
2.3.3.2.3 Frequency
2.4 Theories and Studies on the 1_2 Mental Lexicon
2.4.1 Theories on the L2 mental lexicon
2.4.1.1 Compound vs. Coordinate
2.4.1.2 Word-Connectedvs. Concept-Mediated
2.4.1.3 Shared vs. Distributed Conceptual Features
2.4.2 Empirical studies on WAs in the L2 mental lexicon
2.4.2.1 Controversial findings of the WA patterns in the L2 mental lexicon
2.4.2.2 PhonologiCally-Associated organization
2.4.2.1. 2 Semantically-Dominated organization
2.4.2.2 Findings related to word type effects
2.4.2.2.1 Word class effect
2.4.2.2.2 Concreteness effect
2.4.2.2.3 Word frequency effect
2.5 Unsettled Issues
2.5.1 Theoretical issues remained Unsolved
2.5.1.1 Biased understandings towards the nature of L2 mental lexicon
2.5.1. 2 Unclear understandings towards the role of paradigmatic and syntagmatic responsesin L2 word associations
2.5.1.3 Incomplete theories: to account for word type effects
2.5.2 Methodological issues remained unsolved
2.5.2.1 Lacking a carefully-designed stimulus word list
2.5.2.2 Inconsistent classification of WA responses
2.6 Summary
Chapter Three RESEARCH DESIGN
3.1 Introduction
3.2 Research Questions
3.3 Methodology
3.3. 1 Participants
3.3.2 Instruments
3.3.2.1 WA test
3.3.2.2 Stimulus word selection
3.3.2.3 Familiarity judgment test of SWs
3.3.3 Data analysis procedures
3.3.3.1 Data collecting process
3.3.3.2 Data encoding process
3.3.3.2.1 WA response lemmatizing
3.3.3.2.2 WA response classifying
3.3.3.2.3 WA response labeling
3.3.3.3 Data analyzing
3.4 Summary
Chapter Four L2 MENTAL LEXICON ( I ) : AN OVERALL PICTURE
4.1 Introduction
4.2 Overall WA Patterns in the L1 and 1,2 Mental Lexicons
4.2.1 The L1 and L2 overall response patterns
4.2.2 Comparison with other studies
4.2.3 Commonaity analysis of non-SR responses
4.2.3.1 Derivational-responses
4.2.3.3 Responses to words of high-frequency-and-familiarity
4.3 Overall SR Patterns of the L1 and L2 Mental Lexicons
4.3.1 The L1 and L2 overall SRs
4.3.2 Commonality analysis of the L1 and L2 SR associations
4.4 Summary
Chapter Five L2 MENTAL LEXICON (Ⅱ) : WORD TYPE EFFECTS
5.1 Introduction
5.2 Word Class Effects on the WA Patterns
5.2.1 Overall WA patterns of words of different classes
5.2.2 Word class effects on the SR patterns
5.2.3 Analysis of word class effect on the mental lexicons
5.3 Concreteness Effect
5.3.1 Overall WA patterns of concrete and abstract words
5.3.2 Concreteness effect on the SR patterns
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Chpater Six L2 MENTAL LEXICON(III):PROFICIENCY EFFECTS
Chpater Seven WORD ASSOCIATIONS IN THE L2 MENTAL LEXICON:CONCLUSION
References
Appendixes
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文摘 插图：
3. The word association patterns vary with the increase of L2 learners' vocabulary proficiency. The proportion of SR association increases as proficiency improves in all of the word types, with nouns at the highest rate, verbs at the lowest rate and adjectives in between. Despite the increase in SR associations, however, a high proportion of non-SR connections still exist in all types of words even in advanced learners' mental lexicon. In terms of SynR and Para R both of them increase for all of the word types. Para R expands much faster than SynR either, from the macroscopic perspective of proficiency development, or from the microscopic perspective of looking at the stimulus-word-related variables.
The findings of the study have theoretical, methodogical and pedagogical significance. Theoretically, it enriches the understanding of the nature of 1_2 mental lexicon, thus promoting the development of theories on 1_2 mental lexicon and vocabulary acquisition. The multi-dimensional empirical evidence from this study also clarifies the difference in the association patterns between the L1 and the L2 mental lexicons. Methodogically, it has proposed an improved stimulus-word list and redassified association responses into a hierarchical tree diagram. Pedagogically, this study provides both language teachers and learners with necessary information to help better use of vocabulary teaching and learning strategies; it is also helpful for L2 dictionary compilers to take into consideration in the learner dictionary compiling the status of lexical- semantic networking as well as the effects of word types, instead of the traditional alphabetic entry ordering.
The present study has its weaknesses, though. Being the multi- dimensional research into Chinese EFL learners' mental lexicon, one of the great challenges is to define concreteness of different word classes. Based on the present findings, longitudinal stu
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