中国英语学习者心理词汇联想模式研究（英文版）
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
……
Chpater Six L2 MENTAL LEXICON（III）：PROFICIENCY EFFECTS
Chpater Seven WORD ASSOCIATIONS IN THE L2 MENTAL LEXICON：CONCLUSION
References
Appendixes
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
……
Chpater Six L2 MENTAL LEXICON（III）：PROFICIENCY EFFECTS
Chpater Seven WORD ASSOCIATIONS IN THE L2 MENTAL LEXICON：CONCLUSION
References
Appendixes
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。
毫无疑问，英语是一门全球语言。
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。
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。
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