中国英语学者心理词汇的连接模式研究 外语类学术专著 李黎
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北京丰台
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作者李黎
出版社东南大学出版社
ISBN9787564168162
出版时间2016-11
版次1
装帧平装
开本16
页数315页
字数410千字
定价58元
货号xhwx_1201455908
上书时间2024-11-26
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目录：
chapter one introduction
1.1 needs for the research
1.2 significance of the research
1.2.1 theoretical significance
1.2.2 methodological significance
1.2.3 pedagogical significance
1.3 organization of the book
chapter two a literature review
2.1 introduction
2.2 definitions of key terms
2.2.1 mental lecon
2.2.2 representation and processing
2.2.3 priming
2.2.4 reaction time (rt)
2.2.5 lecal variables
2.2.5.1 word frequency
2.2.5.2 concreteness
2.2.6 language effect
2.3 theories and studies on the l1 mental lecon
2.3.1 theories on the l1 mental lecon
2.3.2 theories on lecal-conceptual organization in the l1 mental lecon
2.3.3 lecal-conceptual studies on the l1 mental lecon
2.3.3.1 general lecal-eonceptual organization of l1 mental lecon
2.3.3.2 lecal-conceptual organization related to lecal variables effects
2.4 theories and studies on the l2 mental lecon
2.4.1 theories on the 1,2 mental lecon
2.4.l.1 weinreichs model
2.4.1.2 distributed conceptual feature model (dcfm)
2.4.1.3 the revised hierarchical model (rhm)
2.4.1.4 three-stage hypothesis
2.4.1.5 bia
2.4.1.6 parasitic hypothesis
2.4.1.7 the sense model
2.4.2 lecal-conceptual studies on the l2 mental lecon
2.4.2.1 lecal variable effects on l2 lecal-conceptual organization
2.4.2.2 language effects on l2 lecal-conceptual organization
2.4.2.3 proficiency effects on l2 lecal-conceptual organization
2.5 limitations of the previous studies
2.5.l theoretical ]imitations
2.5.1.1 diverse understans to the way in which i2 words are linked to
li
2.5.1.2 diverse understans to the way in which l1 words are linked to
l2
2.5.1.3 scarce theories and rt studies with translation recognition for l2
lecal variable effects
2.5.1.4 diverse understans towards the proficiency effect
2.5.1.5 inadequate exploration on chinese efl leaners
2.5.2 methodological limitations
2.6 summary
chapter three methodology
3.1 research questions
3.2 research description
3.3 experiment design and rationale
3.3.1 experiment design
3.3.2 the rationale
3.4 participants and methods
3.4.1 participants
3.4.2 materials and instruments
3.4.2.1 materials
3.4.2.2 the latin square design
3.4.2.3 e-prime
3.4.3 tasks and procedures
3.4.4 data analysis
3.4.4.1 data collection
3.4.4.2 data processing
3.4.4.3 ss analysis
3.5 summary
chapter four representation and processing of bilin-
gual mental lecon:lecal variable effects
4.1 frequency effect
4.1.1 overall frequency effects
4.1.2 frequency effect on orthographic level
4.1.3 frequency effect on semantic level
4.1.3.1 frequency effect on translation equivalent
4.1.3.2 frequency effect on meaning distracter
4.1.4 differences in frequency effects between l2-l1 and l1-l2 links
4.1.5 form/meaning influence on frequency
4.1.6 summary
4.2 concreteness effect
4.2.1 overall concreteness effects
4.2.2 concreteness effect on orthographic level
4.2.3 concreteness effect on semantic level
4.2.3.1 concreteness effect on translation equivalent
4.2.3.2 concreteness effect on meaning distracter
4.2.4 differences in concreteness effects between l2-l1 and l1-l2inks
4.2.5 form/meaning influence on concreteness
4.2.6 summary
4.3 a model of lecal variable effects on form/meaning links
chapter five representation and processing of bilin-gual mental lecon:language effects
5.1 l2-l1 links
5.1.1 orthographic level
5.1.2 semantic level
5.1.2.1 translation priming effect
5.1.2.2 meaning interference effect
5.1.3 difference between orthographic and semantic level in l2-l1 link
5.2 l1-l2 links
5.2.1 orthographic level
5.2.2 semantic ]eve]
5.2.2.1 translation priming effect
5.2.2.2 meaning interference effect
5.2.3 difference between orthographic and semantic level in l1-l2 link
5.3 difference between l2-l1 and l1-l2 links
5.3.1 accuracy
5.3.2 overall rt patterns
5.3.3 difference at the orthographic level
5.3.4 difference at the semantic level
5.4 a model of language effects
chapter six representation and processing of bilingual
mental lecon: proficiency effects
6.1 overall proficiency effect on accuracy and rt patterns
6.2 proficiency effects on orthographic/semantic levels
6.2.1 overall proficiency effects on orthographic/semantic levels
5.2.2 proficiency effect on orthographic level
6.2.3 proficiency effect on semantic level
6.2.3.1 proficiency effect on translation equivalent
5.2.3.2 proficiency effect on meaning distracter
6.2.4 summary
6.3 proficiency effect on lecal variables
6.3.1 proficiency effect on frequency
6.3.2 proficiency effect on concreteness
6.3.3 summary
6.4 proficiency effect on l2-l1 and kl-k2 links
6.5 a bilingual form/meaning kinkin9 (bfml) model
chapter seven conclusion
7.1 major fins on the bilingual mental lecon
7.1.1 lecal variable effects on 12 word organization
7.1.2 language effects on 12 word organization
7.1.3 proficiency effects on 12 word organization
7.2 implications of the fins
7.2.1 theoretical implications
7.2.1.1 establishing a bilingual form/meaning linking (bfml) model
7.2.1.2 highlighting lecal (form) vs.conceptual (meaning) representa
tion and processing of chinese efl learners
7.2.1.3 provi more evidence for the esting models
7.2.2 methodological implications
7.2.2.1 applying rt experiment paradigm to l2 word acquisition research
7.2.2.2 applying translation recognition task to rt study
7.2.2.3 creating a stimulus word pair list
7.2.3 pedagogical implications
7.2.3.1 establishing and refining l2 concept
7.2.3.2 teaching and learning i2 vocabulary
7.2.3.3 pedagogical sibilities into ycholinguistic reality
7.3 limitations of the study
7.4 remendations&
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