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 bookCHAPTER TWO A LITERATURE REVIEW 2.1 introduction 2.2 Definitions of key terms 2.2.1 Mental lexicon 2.2.2 Representation and processing 2.2.3 Priming 2.2.4 Reaction time (RT) 2.2.5 Lexical 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 lexicon 2.3.1 Theories on the L1 mental lexicon 2.3.2 Theories on lexical-conceptual organization in the L1 mental lexicon 2.3.3 Lexical-conceptual studies on the L1 mental lexicon 2.3.3.1 General lexical-eonceptual organization of L1 mental lexicon 2.3.3.2 Lexical-conceptual organization related to lexical variables effects 2.4 Theories and studies on the L2 mental lexicon 2.4.1 Theories on the 1,2 mental lexicon 2.4.l.1 Weinreich's 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 Lexical-conceptual studies on the L2 mental lexicon 2.4.2.1 Lexical variable effects on L2 lexical-conceptual organization 2.4.2.2 Language effects on L2 lexical-conceptual organization 2.4.2.3 Proficiency effects on L2 lexical-conceptual organization 2.5 Limitations of the previous studies 2.5.l Theoretical ]imitations 2.5.1.1 Diverse understandings to the way in which I2 words are linked to LI 2.5.1.2 Diverse understandings 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 lexical variable effects 2.5.1.4 Diverse understandings towards the proficiency effect 2.5.1.5 Inadequate exploration on Chinese EFL leaners 2.5.2 Methodological limitations 2.6 SummaryCHAPTER 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 SPSS analysis 3.5 SummaryCHAPTER FOUR REPRESENTATION AND PROCESSING OF BILIN- GUAL MENTAL LEXICON:LEXICAL 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 lexical variable effects on form/meaning linksCHAPTER FIVE REPRESENTATION AND PROCESSING OF BILIN-GUAL MENTAL LEXICON: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 effectsCHAPTER SIX REPRESENTATION AND PROCESSING OF BILINGUAL MENTAL LEXICON: 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 lexical 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) modelCHAPTER SEVEN CONCLUSION 7.1 Major findings on the bilingual mental lexicon 7.1.1 Lexical 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 findings 7.2.1 Theoretical implications 7.2.1.1 Establishing a Bilingual Form/Meaning Linking (BFML) model 7.2.1.2 Highlighting lexical (form) vs.conceptual (meaning) representa tion and processing of Chinese EFL learners 7.2.1.3 Providing more evidence for the existing 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 possibilities into psycholinguistic reality 7.3 Limitations of the study 7.4 Recommendations for future research 7.5 SummaryREFERENCESAPPENDIXESAppendix 1Appendix 2Appendix 3Appendix 4Appendix 5Appendix 6Appendix 7 : MATERIALSVersion 1Version 2Version 3Version 4ABBREVIATIONS
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