This paper deals with the influence of L1 （first Language） mental lexicon on L2 （second Language） mental lexicon with Chinese subjects. It proves two possibilities： the response types in L1 and L2 of a single ind...This paper deals with the influence of L1 （first Language） mental lexicon on L2 （second Language） mental lexicon with Chinese subjects. It proves two possibilities： the response types in L1 and L2 of a single individual may be similar, and the dominant language （mostly L1） and the L2 may interfere with each other＇s vocabulary depth and breadth. The result is of great significance for Chinese learners of English.展开更多
Based on the Self-organizing Model of Bilingual Processing (SOMBIP) proposed by Li & Farkas (2002), this paper has aimed at exploring whether L2 mental lexicon undergoes a reorganizational process through word ass...Based on the Self-organizing Model of Bilingual Processing (SOMBIP) proposed by Li & Farkas (2002), this paper has aimed at exploring whether L2 mental lexicon undergoes a reorganizational process through word association tests on learners of different language proficiency. The results show that response types vary greatly among the three groups. Of all the responses elicited among beginners, responses of non-relationship type and phonological type take up the leading part. As to the responses made by inter...展开更多
The present study employs a word association test to investigate the nature of Chinese English learners＇ mental lexicon by comparing the association responses of native speakers and Chinese English learners. The resu...The present study employs a word association test to investigate the nature of Chinese English learners＇ mental lexicon by comparing the association responses of native speakers and Chinese English learners. The result shows that there are significant differences in the structure of mental lexicons between Chinese English learners and native speakers. With regard to L1 mental lexicons, Chinese English learners have poorer concentricity of association and weaker association strength. Their association is more dependent on forms. They have no established systematic and stable networks between words. The semantic network in their mental lexicon is underdeveloped. The results of the experiments have some implications for L2 vocabulary teaching and learning.展开更多
The theories of mental lexicon explain how words are organized and accessed in human brain from the angle of psycho linguistics. It draws great interest to study on the field of psycholinguistics and SLA. This paper f...The theories of mental lexicon explain how words are organized and accessed in human brain from the angle of psycho linguistics. It draws great interest to study on the field of psycholinguistics and SLA. This paper focuses on incidental vocabulary acquisition of L2 and explores how to assist learners to reinforce and expand their network of mental lexicon by applying all kinds of mental connection in order to promote the learners to acquire English vocabulary.展开更多
文摘This paper deals with the influence of L1 （first Language） mental lexicon on L2 （second Language） mental lexicon with Chinese subjects. It proves two possibilities： the response types in L1 and L2 of a single individual may be similar, and the dominant language （mostly L1） and the L2 may interfere with each other＇s vocabulary depth and breadth. The result is of great significance for Chinese learners of English.
文摘Based on the Self-organizing Model of Bilingual Processing (SOMBIP) proposed by Li & Farkas (2002), this paper has aimed at exploring whether L2 mental lexicon undergoes a reorganizational process through word association tests on learners of different language proficiency. The results show that response types vary greatly among the three groups. Of all the responses elicited among beginners, responses of non-relationship type and phonological type take up the leading part. As to the responses made by inter...
文摘The present study employs a word association test to investigate the nature of Chinese English learners＇ mental lexicon by comparing the association responses of native speakers and Chinese English learners. The result shows that there are significant differences in the structure of mental lexicons between Chinese English learners and native speakers. With regard to L1 mental lexicons, Chinese English learners have poorer concentricity of association and weaker association strength. Their association is more dependent on forms. They have no established systematic and stable networks between words. The semantic network in their mental lexicon is underdeveloped. The results of the experiments have some implications for L2 vocabulary teaching and learning.
文摘The theories of mental lexicon explain how words are organized and accessed in human brain from the angle of psycho linguistics. It draws great interest to study on the field of psycholinguistics and SLA. This paper focuses on incidental vocabulary acquisition of L2 and explores how to assist learners to reinforce and expand their network of mental lexicon by applying all kinds of mental connection in order to promote the learners to acquire English vocabulary.
