中國(guó)英語(yǔ)學(xué)習(xí)者心理詞匯聯(lián)想模式研究

內(nèi)容概要

毫無(wú)疑問(wèn)，英語(yǔ)是一門(mén)全球語(yǔ)言。    在全球化給世界帶來(lái)巨大影響的同時(shí)，英語(yǔ)作為一門(mén)語(yǔ)言，已然成為了全球化傳播和影響的有力工具之一，成為了東西方文化交流與對(duì)話(huà)的紐帶。在東西方的文化認(rèn)同之路上，抑或是文化沖突之路上，英語(yǔ)不可或缺。    學(xué)，乃效法。識(shí)，乃辨別。在英語(yǔ)語(yǔ)言與文學(xué)研究領(lǐng)域，不斷有新的知識(shí)需要探索，需要“學(xué)”與“識(shí)”。    新學(xué)識(shí)·英語(yǔ)語(yǔ)言與文學(xué)研究博士文叢，意在為大家呈現(xiàn)出近年來(lái)江蘇高校教師在英語(yǔ)語(yǔ)言學(xué)與文學(xué)研究方面的最新成果，為此收錄了一批具有代表性的博士論文，內(nèi)容涵蓋了語(yǔ)言學(xué)、語(yǔ)言教學(xué)、文學(xué)、文化以及翻譯等領(lǐng)域，以茲為從事英語(yǔ)語(yǔ)言與文學(xué)研究的學(xué)者、教師以及學(xué)生提供參考。

作者簡(jiǎn)介

張萍，女，東南大學(xué)外國(guó)語(yǔ)學(xué)院副教授，碩士生導(dǎo)師，應(yīng)用語(yǔ)言學(xué)研究所所長(zhǎng)，南京大學(xué)語(yǔ)言學(xué)博士，曾赴英國(guó)劍橋大學(xué)訪學(xué)。研究興趣涉及二語(yǔ)習(xí)得、心理語(yǔ)言學(xué)、語(yǔ)料庫(kù)語(yǔ)言學(xué)及外語(yǔ)教學(xué)，發(fā)表論文19篇，主持國(guó)家社科項(xiàng)目、省部級(jí)項(xiàng)目等11項(xiàng)，省優(yōu)秀課程負(fù)責(zé)人，省優(yōu)秀青年骨干教師。

書(shū)籍目錄

ABSTRACT中文摘要LIST OF TABLESLIST OF FIGURESABBREVIATIONSChapter One  INTRODUCTION　1.1  Introduction　1.2  Need for the Study  　1.3  Significance of the Study  　1.3.1  Theoretical significance 　  1.3.2  Methodological significance　  1.3.3  Pedagogical significance　1.4  Organization of the Thesis  Chapter Two WORD ASSOCTATION IN THE MENTAL IEXICON: 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 !  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 L! 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  Findings of the WA general patterns in the L! 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 L2 Mental Lexicon  　2.4.1  Theories on the L2 mental lexicon　    2.4.1.1  Compound vs. Coordinate　    2.4.1.2  Word-Connected vs. 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　       2.4.2.1. 1  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……Chpater Three  RESEARCH DESIGNChpater Four L2 MENTAL LEXICON(I):AN OVERALL PICTUREChpater Five L2 MENTAL LEXICON(II):WORK TYPE EFFECTSChpater Six L2 MENTAL LEXICON(III):PROFICIENCY EFFECTSChpater Seven  WORD ASSOCIATIONS IN THE L2 MENTAL LEXICON:CONCLUSIONReferencesAppendixes

章節(jié)摘錄

　　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 studies with qualitative analysis can be undertaken in the future to further investigate the changes of word， association patterns in terms of word types， thus to better understand the dynamic nature of L2 learners inter-language lexical development.

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