语义提取
2007-10
高等教育
李红
147
180000
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本书针对双语心理词汇表征中“发展性变化”的现象，探究了第二语言单词语义提取中的词汇知识效应和工作记忆效应问题。研究以中国英语学习者为受试，试图揭示第二语言词汇知识与第二语言单词语义提取效率的关系；工作记忆广度中的个体差异与第二语言单词语义提取效率的关系；第二语言词汇知识与工作记忆广度中个体差异的关系。
序ACKNOWLEDGEMENTSABSTRACTCONTENTSLIST OF TABLESLIST OF FIGURESChapter 1 Introduction 1.1 Research orientation 1.2 Target of research 1.3 Rationale and research questions 1.4 Definitions of key terms 1.4.1 Bilingual 1.4.2 L2 vocabulary knowledge 1.4.3 Conceptual and semantic processing 1.4.4 Working memory capacity 1.5 Organization of the thesisChapter 2 Literature Review 2.1 The bilingual mental lexicon 2.1.1 Organization of mental lexicon 2.1.2 Views of the relations between the L1 and the L2 mental lexicon 2.1.2.1 Independency of the L1 and the L2 mental lexicon 2.1.2.2 Interdependency of the L1 and the L2 mental lexicon 2.1.2.3 Summary 2.2 The revised hierarchical model 2.2.1 Evidence in support of the revised hierarchical model 2.2.2 Evidence challenging the revised hierarchical model 2.2.3 Evidence against the revised hierarchical model 2.2.4 Summary 2.3 Two experimental tasks in studies of mental lexicon 2.3.1 The primed lexical decision task and its confounding processes 2.3.2 Word association tasks and major findings 2.3.3 Summary 2.4 Vocabulary knowledge and measures 2.4.1 Breadth and depth of vocabulary knowledge 2.4.2 Measures of vocabulary knowledge 2.4.3 Summary 2.5 Working memory 2.5.1 Baddeley & Hitch's working memory model 2.5.2 Working memory and the central executive 2.5.3 Working memory capacity and language processing 2.5.4 Measures and construct of working memory 2.5.4.1 Measures of working memory 2.5.4.2 Unitary versus multicomponential system of working memory 2.5.5 SummaryChapter 3 Central Ideas 3.1 Bilingual lexical access 3.1.1 Lexical access in monolingual literature 3.1.2 Central issues of bilingual lexical access 3.2 L2 lexical competence and the goal of L2 lexical development 3.2.1 Proposals of lexical competence in the existing literature 3.2.2 A tri-component framework of L2 lexical competence 3.2.3 The goal of L2 lexical development 3.3 A developmental view of bilingual processing 3.4 SummaryChapter 4 Effects of L2 Vocabulary Knowledge 4.1 Experiment 1 4.1.1 Hypotheses and predictions 4.1.2 Method 4.1.2.1 Subjects 4.1.2.2 Materials 4.1.2.3 Procedure 4.1.3 Results 4.1.4 Discussion 4.1.5 Conclusion 4.2 Experiment 2 4.2.1 Hypotheses and predictions 4.2.2 Method 4.2.2.1 Subjects 4.2.2.2 Materials and procedure 4.2.2.3 Classifications 4.2.3 Results 4.2.4 Discussion 4.3 SummaryChapter 5 Effects of Working Memory Capacity 5.1 Research questions 5.2 Method 5.2.1 Subjects 5.2.2 Materials and procedure 5.3 Analyses and results 5.3.1 ANOVA results 5.3.1.1 Results of the three-way ANOVA with repeated measures 5.3.1.2 Results of the two-way ANOVA with repeated measures for the high group 5.3.1.3 Results of the two-way ANOVA with repeated measures for the low group 5.3.2 Correlation analyses 5.4 Discussion 5.4.1 Working memory capacity, processing in a second language and L2 vocabulary knowledge 5.4.2 Working memory capacity and L2 vocabulary knowledge 5.5 SummaryChapter 6 General Discussion and Conclusion 6.1 Discussion on the major findings 6.1.1 How does the development of L2 vocabulary knowledge modify access to word meanings represented in the L2 mental lexicon of Chinese learners of English? 6.1.2 Are there any differences in semantic and associative link patterns in the lexical networks represented in the L2 mental lexicon? 6.1.3 How do individual differences in working memory capacity constrain access to word meanings in the L2 mental lexicon? 6.1.3.1 Frequency effects in L2 semantic processing 6.1.3.2 Task effect of the primed lexical decision 6.1.4 Are there any correlations between the development of L2 vocabulary knowledge and individual differences in the working memory capacity? 6.1.5 Summary 6.2 Nature of a developing L2 mental lexicon and importance of the tri-component framework of L2 lexical competence 6.2.1 A developing second language mental lexicon from the perspective of L2 lexical competence 6.2.2 Construct of L2 lexical competence 6.3 Conclusion 6.4 Implications 6.4.1 Implications for the acquisition of second language vocabulary knowledge in a Chinese classroom context 6.4.2 Implications for the development of L2 lexical networks in a Chinese classroom context 6.5 Suggestions for future researchAPPENDICESREFERENCES
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这次速度慢了点