The focus of the thesis is the construction of multidimensional mental lexicon of second language. It is made up of four dimensions—dimension of meaning, dimension of pronunciation, dimension of orthography and dimen...The focus of the thesis is the construction of multidimensional mental lexicon of second language. It is made up of four dimensions—dimension of meaning, dimension of pronunciation, dimension of orthography and dimension of context so that through establishing these four dimensions, it comes into being.展开更多
Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisiti...Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.展开更多
The cognitive neuroscience of second language acquisition has been described as being associated with’excitement’ and a’sense of momentum’(Indefrey and Gullberg 2006:7).This article recognizes the enormous potenti...The cognitive neuroscience of second language acquisition has been described as being associated with’excitement’ and a’sense of momentum’(Indefrey and Gullberg 2006:7).This article recognizes the enormous potential of the neuroscientific contribution to second language research,but it also points to problems and uncertainties which currently attend neurolinguistics. The article makes some comments in respect of some particular neurolinguistic studies relating to the over-interpretation of evidence,the failure to design studies in such a way as to take account of key variables,and the ignoring of facts about language that have been established for decades.The essential point of the article is that,if neuroscientific research is to be integrated into second language acquisition research,it has to operate on the basis of the same ground-rules as more ’traditional’ research-specifically with reference to:the acknowledgment of methodological and technical limitations,the restriction of conclusions to what is licensed by the data,controlling for possible confounding variables,and the incorporation of established linguistic and psycholinguistic facts into the analysis of findings.展开更多
文摘The focus of the thesis is the construction of multidimensional mental lexicon of second language. It is made up of four dimensions—dimension of meaning, dimension of pronunciation, dimension of orthography and dimension of context so that through establishing these four dimensions, it comes into being.
文摘Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.
文摘The cognitive neuroscience of second language acquisition has been described as being associated with’excitement’ and a’sense of momentum’(Indefrey and Gullberg 2006:7).This article recognizes the enormous potential of the neuroscientific contribution to second language research,but it also points to problems and uncertainties which currently attend neurolinguistics. The article makes some comments in respect of some particular neurolinguistic studies relating to the over-interpretation of evidence,the failure to design studies in such a way as to take account of key variables,and the ignoring of facts about language that have been established for decades.The essential point of the article is that,if neuroscientific research is to be integrated into second language acquisition research,it has to operate on the basis of the same ground-rules as more ’traditional’ research-specifically with reference to:the acknowledgment of methodological and technical limitations,the restriction of conclusions to what is licensed by the data,controlling for possible confounding variables,and the incorporation of established linguistic and psycholinguistic facts into the analysis of findings.
